LEARNING TO PLAY IN THE CLASSROOM WITH TANGIBLE BITS
Escola Superior de Educacao de Viseu (PORTUGAL)
About this paper:
Appears in: ICERI2011 Proceedings
Publication year: 2011
Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain
Abstract:A primary concern that arises when one wants to teach children to program, beyond the motivation, is to transmit the message to their teachers, especially when they are not convinced about the need to include tasks in developing the teaching children's programming. It is fundamental and important to give in these future teachers the message that programming is not just for software engineers or related fields concerning computing or computer science.
The intention with this document is to portray some of the work that has been done with children under 12 years of age, notably the use of programming languages and on the other hand to highlight that the use of tangible objects helps perceive and develop their cognitive abilities related to logical reasoning associated with programming languages. The choice of the range of ages branched from the fact that the studies mentioned here are sometimes not getting the desired target audience (K-12) or sometimes lack the necessary rigidity about age differences in the experiences of children engaged.
In the knowledge area, Human Computer Interaction (HCI), there have been several solutions related to the interfaces construction to communicate with computers, and one of these cases are the tangible interfaces, ie the existence of one or several objects that allows communication between an action unleashed on them in the physical world and its reflection in the digital world and / or vice versa.
The use of tangible objects gave rise to many applications being its use on education, mostly, for exploration objectives that are related to storytelling. The use of physical objects in the children’s education is reported in the literature as an enhancement of more natural and exploratory environments as they play and learn in a natural way on the physical world.
Telling a story is recognized as one learning way for children, specially through their narratives, the ease of language and because it allows children to build an image of themselves. Learning through programming can help children thinking and become better prepared to understand and interact with the technologies and information systems that surround them in their everyday.
Today's children are provided with various media technologies that allows them to play games, listen to music or chat, playing a role of consumer as opposed to creator.
It is important to realize that teachers are a character who plays a very important role for one to implement a solution that passes through the use of technologies in the classroom context and it is therefore essential to understand their point of view.
The use of programmable objects, that is, targeted programming environments for children and the constant involvement of teachers in learning can lead children to construct an enriched narrative, art and simulations and provide a daily presence, inside and outside the classroom, on their intellectual.
The immediate aim will be to deepen the knowledge of the topics presented here and to promote to students of the Masters in Basic Education (future teachers) the necessary training and support so they can, during the training period, set up activities related to physical computing with the construction of tangible digital narrative, along with children between 4 and 8 years old.
Keywords: Arduino, children, tangible objects, open source, visual programming.