Improving Student Engagement with Coding and Robotics: An Elementary School Case Study
by Sharon Clements
Sharon Clements explores the sub theme of Accountability (How might we design for engagement?) centering on the integration of coding and robotics in elementary education to enhance student engagement and develop 21st-century skills. Through action research her case study involving Grade 5 students, highlights the positive impact of coding and robotics activities on student focus, cooperation, and problem-solving abilities, while also addressing the challenges of resource availability and teacher training. The findings suggest that coding and robotics can significantly increase student engagement and reduce behavioral issues, preparing students for future high-tech careers.
Sharon, thanks for sharing your paper. The line in your opening paragraph, "In many ways, students behave as if they need to be entertained in the classroom rather than taught." is very relatable. Having your "focus students" as part of your inquiry was a unique approach. We sometimes place students in boxes and typecast them; it's reasonable to make assumptions so that you are prepared for certain responses. I like how Student #1 defied your expectations with your initial coding activity. I'm curious about how this particular activity differed so significantly from other collaborative tasks that erased or minimized inter-group conflict. What is it about coding that isn't found in, say, a research inquiry project or drama presentation or musical performance, that elicits "smooth sailing"? Do you have any theories?
ReplyDeleteI really like your addendum and how you were able to replicate the results of your initial observations from May 2023 several times since. Are there any other robot types you've included in addition to the Lego Spike Prime that works just as well?
Diana
This is a fascinating action research project. I would like to talk to you in a phone conversation about this project and wonder if you would give me a call 801-755-1122. I think we capture many disinterested students with projects that appeal to them and in which they get ownership it may be robotics, but it could also be many other interesting and engaging problems that are meaningful to the individual. Of course the problem is discovering what appeals really to the misbehaving student. What do they care about? How could we discover this? It all reminds me about the whole issue of self-directed learning that needs to happen and can happen in the learning commons. That is why the learning commons as a third space can make a huge difference because it gets students out of the harness of what adults want them to know and into the arena of what they value and want to learn. It is the significant challenge for all of us congratulations.
ReplyDeleteA friendly reminder to always identify yourself when commenting, either by signing into your Google account, or by naming yourself at the beginning of your comment.
DeleteSharon, I love how your paper formalized and reported on the effect I anecdotally see with the use of robotics in my K-5 library. I’m a TL and STEAM teacher whose classes all take place in the LLC. My coding and robotics unit takes place in the winter months between winter and spring break. Students know this and the anticipation grows throughout late fall. I ensure ground rules are in place around group norms and proper use of the robotics. But I rarely have to remind or reinforce them because the students are so afraid of missing out on the activities that adherence is maintained. The students are so convinced that they are “playing” that the learning happens almost unnoticed. There is definitely engagement far in excess of my typical STEAM classes (which I, biasedly think are still pretty engaging). There is greater perseverance and resiliency in problem solving and iteration.
ReplyDeleteAs you found, the most notable difference is in those students who are more prone to disengagement, distractibility and distracting behaviour. Many students who not typically is like pulling teeth from begin to be the leaders of groups and push for more challenges. There are many students that I have called the parents of to say it would be great to have their child get involved in extracurricular coding and robotics programs b cause they’ve shown interest and aptitude. Often these parents are delighted because they rarely get such positive feedback.
As you mentioned, our school is lucky because I am a dedicated STEAM teacher and enjoy learning and delivering the robotics program. But if I were a classroom teacher I don’t think I’d find time outside my other curriculum obligations to find time to work robotics into my program.
The LLC is the natural place for this learning. But not all schools timetable for this or support the financial requirements needed to have a robotics program. But as programming encoding become an increasingly important part of our society and economy, not to mention future employment. It is hoped that schools and school boards will prioritize these programs further.