Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...
Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...
Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...
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3. NEW WAVE EDUCATIONAL TOOLS<br />
There is a wave <strong>of</strong> interest and political will within the UK for<br />
‘real’ computing in education, (rather than the predominant ICT<br />
culture) [9] [10].<br />
The recent move to overhaul computer education has computational<br />
thinking at its heart [12]. There is a danger that ol<strong>der</strong> tools,<br />
resources and experience get swept aside for the new. Especially<br />
in computing, ol<strong>der</strong> technologies and learning tools become<br />
quickly disregarded and discarded. The computer wasteland is<br />
vast with an increasing rate <strong>of</strong> obsolescence in the industry.<br />
Yet there are Turtle Robots hibernating in schools, gathering dust<br />
whilst schools with ‘Green Flag’ initiatives and ‘Eco Gangs’ aim<br />
to apply the mantra <strong>of</strong> ‘Renew, Reuse, Recycle’ across all that<br />
they do. There are numerous sensors and motors available in discarded<br />
toys and computer hardware. In educational, environmental<br />
and resource terms the exploration <strong>of</strong> existing technology<br />
in schools makes real sense.<br />
Further, a key obstacle or ‘grand challenge’ in getting computing<br />
back in to schools is not the examining boards and curriculums,<br />
but the skill base <strong>of</strong> ICT teachers, some with little or no training<br />
in ICT let alone computing and many with little time or inclination.<br />
However, there are some teachers and educators who have had<br />
previous involvement with computing and they refer back to Logo<br />
and the Turtle Robot (as well as the BBC Micro) as a starting<br />
point in their own development. Those with some previous experience<br />
<strong>of</strong> Logo may be confronted with new programs to learn –<br />
revisiting a key reference point, the Turtle Robot, may be a useful<br />
starting point in their resumed computing in education journey.<br />
4. TECHNOCAMPS<br />
Technocamps is a European project aimed at inspiring 11 to 19<br />
year olds to engage with computer programming and electronics.<br />
The three-year project is based in Wales<br />
(www.technocamps.com). Technocamps has been exploring ways<br />
in which young people can be encouraged to think imaginatively<br />
about computing.<br />
At Aberystwyth Technocamps we are particularly keen on outside-the-box<br />
technology and most <strong>of</strong> the devised workshops<br />
closely follow Papert’s aim <strong>of</strong> encouraging young people to control<br />
and manipulate computers in the world rather than on the<br />
screen.<br />
164<br />
5. SAVE OUR TURTLE ROBOTS?<br />
The research project has explored the benefits <strong>of</strong> the ready-made<br />
Turtle Robot machine and whether working with existing equipment<br />
can save time and resources for schools. The study explores<br />
various ways to modify the design <strong>of</strong> the Turtle Robot so that is<br />
can be utilized as a relevant contemporary learning tool. It also<br />
investigates other, more recent, programming languages, environments<br />
and hardware with a view to unearthing any lasting<br />
benefits to rethinking this outdated technology.<br />
6. ACKNOWLEDGMENTS<br />
My thanks to Technocamps for allowing me to utilise the research<br />
and findings <strong>of</strong> the project through its modules and tracking with<br />
specific thanks to Dominic Roberts, Jonathan Roscoe, and Barry<br />
Thomas.<br />
7. REFERENCES<br />
1. Blyth. T., The Legacy <strong>of</strong> the BBC Micro, NESTA, May<br />
2012<br />
2. Papert. S., 1980. Mindstorms: Children, Computers,<br />
and Powerful Ideas, The Harvester Press<br />
3. Wing. J., Computational Thinking, Communication <strong>of</strong><br />
the ACM, Viewpoint, Vol. 49, No. 3, pp33-35, March<br />
2006<br />
4. Barr. V., and and Stephenson. C., Bridging Computational<br />
Thinking to K-12: What is Involved and What is<br />
the Role <strong>of</strong> the Computer Science Education Community?,<br />
ACM Inroads, Vol. 2(1), 2011, 48-54.<br />
5. diSessa. A., Changing Minds: computers, learning and<br />
literacy, Cambridge, MA: MIT Press, 2000.<br />
6. http://scratch.redware.com/project/turtle-graphics<br />
7. http://scratch.mit.edu<br />
8. http://www.technocamps.com/resources<br />
9. The Royal Society, Shut down or restart?, The way<br />
forward for computing in UK schools, January 2012<br />
10. Livingston. I., and Hope. A., Next Gen: Transforming<br />
the UK in to the World’s leading talent hub for the<br />
video games and visual effects industries, NESTA, February<br />
2011<br />
11. Computing: A curriculum for schools, Computing at<br />
Schools, Body <strong>of</strong> Knowledge Working Group, March<br />
2011
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