Solving problems using Robotics:
The role of using robotics in education is to predominantly instil the engineering skills of: problem solving, programming, collaboration, design and creativity. These skills are used as a means to stimulate student understanding, enhance computational thinking and incorporate concrete hands on learning (Bers, Flannery, Kazakoff, & Sillivan, 2014; NESA, 2017). Additionally, Robotics in education should be used by educators as methods to produce new ways of thinking for both student learning and should encourage students to actively participate in the learning process (Alimisis, 2013).
The Ozobot:
The Ozobot robot is a small, lightweight robot that can recognise lines, colours, and codes on both material and digital surfaces (http://ozoblockly.com/). Using the lines, colours and code the students program the Ozobot to follow the patterns. The Ozobot is relatively simple to use, affordable and has the ability to be used interactively with other Ozobot devices, thus great for collaboration (Fojtik, 2017).
The Blue bot:
Similar to the Ozobot the Blue bot is a robotics tool designed to engage and introduce, coding and robotics to students. The blue-bot is programmed by the students through a tablet, whereby the students create a code for their blue- bot to follow. The blue bot can only be used through a tablet, similarly it is affordable, although blue bots single interface prevents collaborative use (Alimisis, 2013).
Can these robotics be used for teaching problem solving skills?
Both the Ozobot and the blue bot can be used as highly engaging and interesting tools for student learning, as students are able to view their programming in a physical manner. Additionally, students develop creative problem-solving skills and sequential thinking through the coding of each robotics tool (Fojtik, 2017 ;Alimisis, 2012).
Whilst both the Ozobot and Blue bot have elements great for educational use for lower primary level students and are simple robotics great for introducing the concepts of computation thinking (Fojtik, 2017). They are limited by minimal functioning movements, lack beneficial learning for older students and there are minimal activities that will enhance learning past introducing the concepts of coding.
Overall, in comparison it is clear to see the Ozobot has the ability the further the understanding of programming and problem solving for students. Firstly, through the ability to incorporate the skills of collaboration and secondly in the ability to program though material and digital surfaces (Fojtik, 2017).
References:
Alminis, D. (2013). Educational robotics: open questions and new challenges. Theses in Science and Technology Education. 6(1), pp. 63-71.
Bers, M. U., Flannery, L., Kazakoff, E. R., & Sillivan, A. (2014). Computational thinking and tinkering: exploration of an early childhood robotics curriculum. Computers & Education. 72, pp. 145-157.
Fojtik, R. (2017). The Ozobot and education of programming. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(5).
NESA (2017). Science and Technology K-6 Syllabus. Available at: http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies/science-and-technology-k-6-new-syllabus
Rebecca Pashley 