top of page

Topic 7: The Maker Movement with micro:bit

Alicia Poh

The maker movement is a form of project-based learning where individuals construct physical objects, then share their process and product with others on physical or digital forums (Halverson & Sheridan, 2014).


Maker movement in the classroom allow students to be actively creating products, rather than be passive recipients, which children are fully capable of (Blikstein, 2013). Papert’s constructionism learning theory also states that learners learn best when they build, make and publicly share objects (Blikstein, 2013). Therefore, applying maker movement in the classroom means students can use technology to create and design their own ideas, and the process of creation constructs their knowledge.

 

Micro:bit

Figure 1: water funnel project using paper cup, straw, elastic bands, and ice-cream sticks.

Micro:bit is an example of technology that applies the maker movement. First, students create a project as shown in figure 1. Next, students program their micro:bit on Microsoft micro:bit on their devices to bring their project to life (shown in figure 2 on my laptop).



Figure 2: USB cable is used to connect my programming on my laptop to the micro:bit, then to the project to bring it to life.
 

Fostering creativity with maker movement and micro:bit

Studies have shown maker movement and micro:bit can foster students creativity. Halverson & Sheridan (2014) states that creating projects is a way users express their creativity. Lu et al. (2022)’s study found that project-based learning with the help of micro:bit in STEM subjects improve students’ cognitive level of creativity, expanding their flexibility and adaptability while they problem-solve. Both evidence highlights that the action of construction in learning fosters students creativity as they problem solve throughout their construction.

Furthermore, students practice design and production with micro:bit, which engages their critical and creative thinking. students critical and creative thinking skills are engaged through three stages: identifying and defining; researching and planning; and producing and implementing according to NESA's (n.d.) design and production skills. For figure 2’s example, students identify the problem too much water creates on their plants, research on how to drop a certain amount of water to their plant, and lastly produce a micro:bit program. During this entire design and production process, students are engaged in their creative thinking on how to create their perfect water funnel.

In saying this, micro:bit are not cheap, basic micro:bits cost around $30 from CD-soft Educational Resources and Core Electronics Australia. This means that school in rural areas might not be able to afford enough for an entire school to experience it.

 

Reference List

Blikstein, P. (2013). Digital fabrication and ‘making’ in education: the democratisation of invention. In J. Walter-Hermann & C. Buching (Eds.). FabLab: of machines, makers and inventors (pp. 203-222). Transcript Verlag. https://doi-org.simsrad.net.ocs.mq.edu.au/10.1515/transcript.9783839423820.203


Halverson, E. R., & Sheridan, K. M. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495-505. DOI: 10.17763/haer.84.4.b1p1352374577600


Lu, S. Y., Lo, C. C., & Syu, J. Y. (2021). Project-based learning oriented STEAM: the case of micro-bit paper-cutting lamp. International Journal of Technology and Design Education, 32, 2553-2575. https://doi.org/10.1007/s10798-021-09714-1



12 views0 comments

Recent Posts

See All

Comments

Rated 0 out of 5 stars.
No ratings yet

Add a rating

Alicia's EDUC3620 digital creativity blog

©2023 by Alicia's EDUC3620 digital creativity blog. Proudly created with Wix.com

bottom of page