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Reflections

This document discusses a technology unit focused on augmented reality and physical computing. It has three main points: 1) The unit allows students to tap into their interests and familiarity with mobile devices to create solutions that respond to real-life design scenarios. This transforms views of electronic devices as classroom nuisances. 2) Programming concepts using Scratch and Makey Makey may be unfamiliar to students, but drawing connections to everyday materials can engage them in crafting unique inventions. 3) The design cycle allows students to personalize their learning by managing their own work plans. Differentiation supports students at different ability levels to achieve optimal learning through challenging yet achievable goals.

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87 views2 pages

Reflections

This document discusses a technology unit focused on augmented reality and physical computing. It has three main points: 1) The unit allows students to tap into their interests and familiarity with mobile devices to create solutions that respond to real-life design scenarios. This transforms views of electronic devices as classroom nuisances. 2) Programming concepts using Scratch and Makey Makey may be unfamiliar to students, but drawing connections to everyday materials can engage them in crafting unique inventions. 3) The design cycle allows students to personalize their learning by managing their own work plans. Differentiation supports students at different ability levels to achieve optimal learning through challenging yet achievable goals.

Uploaded by

api-235671984
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© © All Rights Reserved
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Reflections: Processes and insights (Parallel of Identity)

The learning units in a Technology course are driven by the core


processes of creative problem solving and product/solution design. Both the
product and the process are essential in student learning. While the
acquisition of concepts and skills are scaffolded through activities that allow
learners to explore various materials, tools and techniques, the final unit
output is envisioned to be creative and innovative applications and synthesis
of the essential knowledge they have learned. The final output becomes their
personal expression as well as authentic participation in the field of design.
This Technology unit on augmented reality and physical computing
capitalizes on the students familiar territory. While it seemed to be quite
effortless to introduce mobile device technology concepts to digital natives,
it is important that their interests and familiarity are directed to purposeful
project goals. Students can tap their own interests, goals and strengths to
create products or solutions that respond to real-life design scenarios that
they could easily identify with. Mobile devices especially cell phones are
ubiquitously used in the school campus mostly for social communication but
they also certainly have educational value in the classroom. The unit then
subversively transforms our erstwhile notions of electronic gadgets as
classroom nuisance. Suddenly, students are encouraged not just to use their
devices but to creatively extend their use beyond the digital.
Programming and physical computing concepts may not be too familiar
turfs for students. For those who have exposure to hacking electronic toys,
Lego robotics and the likes, their experiences will be a good head start in
programming. Perhaps what draws students into projects utilizing Scratch
and Makey Makey is the spectacular possibility of crafting unique inventions
with common everyday materials. Students also find it amazing somehow
that what is usually done on a computer screen could actually be extended
into the physical realm. Just as with QR codes and augmented reality,
programming that involves physical materials provides opportunities for
students for self-exploration given the everyday computing environments
they see around.
The use of the IB MYP design cycle in Technology projects allows
personalization of learning in that students find themselves in charge of their
work plan. There is a steep responsibility required of students as they
manage their time and resources to accomplish tasks that will help them
create the intended product or solution. The unit then is designed in a way
that the learner profile is respected. Important considerations are given in
terms of the students level of prior knowledge, cognitive ability and
individual goals. Differentiation then becomes the name of the game when
we consider how the content, teaching and learning activities, resources,
task requirements and assessment actually support the students ascending

levels of intellectual demand. It is essential that we reach out to every


student and challenge them to achieve optimal learning guided by their
developmental benchmarks.
While it is clearly challenging for a teacher to foster a learning
environment that promotes opportunities for students self-actualization of
personal strengths and growth, the very nature of a Technology course is to
encourage students to take on multiple learning paths. As each student
identifies his own design challenge or problem to solve, there should be
opportunities for him/her to investigate diverse tools, resources and
techniques. A Technology course champions the ideas of design thinking and
iterative processes in the design, creation and testing of prototypes,
products and solutions. It is only through a flexible and responsive learning
environment that students can explore and try their hands at actual
disciplinary practices. By supporting students individual project pursuits, we
are opening for them the real world of design right inside the classroom.

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