MakerSpaces: STEM Experts in the Making

Makerspaces are an increasingly popular pedagogy in modern classrooms, as with appropriate scaffolding they are a site for constructivist, collaborative problem solving that resemble similar to real world STEM field work (Tan, 2019). However, the potential for objectives to become blurred where planning is not sufficient. Safety issues, clear outcomes and learning goals and STEM […]

Choose Your Character: The Player or The Creator

The topic of games in education is a contentious topic, being that there are strong arguments both for and against. Anti-game educators generally bring up barriers such as: online safety, disparities in students’ technical skills and transference, the difficulty of balancing fun and learning, difficulties with constructing assessment criteria and aligning game design with curriculum […]

Virtual Reality: Into the Multi-VR-se

Virtual Reality is an almost entirely immersive interface, in which the user willingly suspends their disbelief in order to explore and engage with a digital universe (DEDE, 2009). Virtual reality has multiple and interrelated benefits in the field of education. Namely, the ability to provide situated learning through multiple, transferable perspectives. In essence, students are […]

Augmented Reality: Seeing Outside the Box

Augmented Reality is an emerging technological means of transposing a virtual element onto the real world (Zhou, Duh & Billinghurst, 2008). AR is a constructivist pedagogical basis for interactive education; making the learning environment more productive and enjoyable, as it opens up a variety of before untapped learning pathways (Lee, 2012). Through AR, we can […]

Bee-Bot: Seeing is Bee-lieving

Bee-Bot is a simple interface robotic toy featuring programmable dynamic movements. Robotic toys such as Bee-Bot are generative of unique opportunities for teachers to incorporate multi-disciplinary problem solving tasks into classroom learning (Alimisis, 2012; Jung & Won, 2018), particularly in numeracy and geography domains (Highfield, 2010). The tangible output of robotic toys; their ability to […]

Block Coding: Computational ‘Duplo’

Block based coding is a simplified, beginner-friendly form of programming that involves the dragging of “blocks” of instructions that piece together to form working code. Introducing Coding Education into a Primary setting is linked to the development of increasingly relevant Twenty-first century skills. Including precursor abilities to those that are used in Stage 4 and […]

3D Design: Prototyping to Printing

3D printers have evolved in recent years, to become an accessible, almost mainstream technology. In the classroom, it’s application is founded in principles of Design Thinking. The concept of 3D design itself extends beyond a central theme of modern digital platforms. Through the utilisation of tangible, every day objects children are able to prototype ideas, […]

Ozobot: Tiny Bot Gamifies Coding [TASK ONE]

Ozobot is a programable robotic educational tool that responds to colour codes, making the coding experience an entirely tangible one. Coding in Education is an incredibly valuable asset in the promotion of children’s creativity and self-efficacy (Fatih & Sezer, 2018), as well as in growing their Twenty-first century skills (Seo & Kim, 2016; Rentfro & […]

Community Engagement

Latest Comments (Readers & Author’s Responses, Non-Chronological): My Comments On Other Blogs: Blog Post Task One: Hi Jason,I particularly like Anna’s comment about 3D printing offering the opportunity for all types of learners to participate. Expanding on this idea, how do you feel this technological tool lends itself (both positively or negatively) to participation for […]