Computer-science programming is a constructivist theory of educational learning that teachers instruct conceptual objectives, pedagogical interventions and impactful environments found in problem-based learning challenges. (Sorva, 2013) To educate students about computer-science concepts regardless of understanding programming skills, teachers need to engage students with computing programs that allow freedom of coding and expression and creativity.
BBC’s Micro:bit is a pocket-sized computer used within primary and secondary tools to teach students about computer-science coding and programming. It is packed with input/output sensors, accelerometer, programmable LED lights, power port, built-in compass/ accelerometer, connectors and radio communication features such as Bluetooth Smart antenna connection that controls Micro:bit’s programming from a computer. (Schmidt, 2016, Figure 2)
The device allows children to code a single-board computer that visually maximise internet links with other technological devices, including a mobile device. (Anonymous, 2016) The use of connecting a Micro:bit to a smart phone device allows for students to control a mini microcomputer that coding program changes the devices interior programming controls to adapt to the programmer’s needs. (Sorva et. al, 2013)
The renewing interest of offering opportunities for creative collaboration when creating engaging tasks that are motivational and accessible to all potential Micro:bit students. (Sentence, Waite, Hodges, Macleod, Yeomans, 2017) There are many different cross-curricular activities that links towards art, science, geography, mathematical and technical school subjects. However, the massive amounts of learning potential may risk overwhelming the students with the large amounts of choices of materials. (Sentence et. al., 2017) Students who meet required programming provided by new curricular activities can teach fellow peers the effectiveness of gaining significant workshop interventional skills when working in groups. (Carlborg, Tyrén, Heath, & Eriksson, 2018)
In a secondary classroom, computing fundamentals through cyber security cryptography and creative design projects should already be developed into computing concepts. The transformation of problem-solving world issues through design challenge activities shown in Micro:bit allows students to enhance technical developments faster as computer-science students.
Resources
Anonymous. (2016). BBC micro:bit: Back to the future of computing! Linux Format, (209), 44.
Carlborg, N., Tyrén, M., Heath, C., & Eriksson, E. (2018). The Scope of Autonomy Model: Development of Teaching Materials for Computational Thinking in Primary School. Proceedings of the Conference on Creativity and Making in Education, 137702, 37-44.
Micro:bit (n.d.) Micro:bit. Retrieved from: https://microbit.org/
Schmidt, A. (2016). Increasing Computer Literacy with the BBC micro:bit. IEEE Pervasive Computing, 15(2), 5-7.
Sentance, S., Waite, J., Hodges, S., Macleod, E., & Yeomans, L. (2017). “Creating Cool Stuff”: Pupils’ Experience of the BBC micro:bit. Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, 531-536.
Sorva, J. (2013). Notional machines and introductory programming education. ACM Transactions on Computing Education (TOCE), 13(2), 1-31.
Teiermayer, A. (2019). Improving students’ skills in physics and computer science using BBC Micro:bit. Physics Education, 54(6), 8.
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