The rise of robotics in the primary classroom setting can be attributed to the societal need for more technologically-minded learners, and the usefulness of robotics in teaching complex, abstract concepts in an observable, hand-on way (Jung & Won, 2018). However, robotics education needs careful consideration of pedagogical theory, curriculum needs and appropriately-selected tools, to foster deep learning (Alimisis, 2012).

Because of the different types of educational robotics technologies, there are a range of ways that robotics can foster creativity. For example, tools such as the Ozobot and Beebot teach problem-solving, programming and understanding the human world in a creative way (Bers, Seddighin & Sullivan, 2013). These types of tools have success in teaching students as young as 7, STEM concepts, however don’t have much opportunity for construction of their own programs beyond the coding of paths (Friebroon Yesharim & Ben-Ari, 2017).

Robotics kits also increase in complexity and as such have more room for fostering creativity in its use. LEGO has developed a number of kits that contain build-able parts such as blocks and sensors, as well as software that can be used to program these parts (Savard & Freiman, 2016). Veselovská and Mayerová’s (2017) study highlighted the use of the LEGO WeDO in cross-curricular activities such character design in Literacy and creating models in Science, however it is also recommended to place parameters on student projects (e.g. Robot must contain at least 1 sensor) and not solely rely on constructionist pedagogy (instead, begin with explicit teaching and then progress to more constructionist) to prevent the learning of misconceptions.

A medium between the simplicity of tools such as the Beebot and more involved kits such as the LEGO Mindstorm, is the Cubelet which is a modular robotics kit that doesn’t require any additional software to program (Correll, Wailes & Slaby, 2014). The Cubelet contains 17 different types of blocks all of which have different functions such as a light sensor, distance sensor, wheels and speaker, that when placed together in certain ways create a different type of robot (Cubelets website). Cubelets have value in teaching students logic, problem decomposition and iterative problem solving (Correll, Wailes & Slaby, 2014). Below is a video showing the different types of robots I made using the Cubelets kit:

Due to the wide range of robotics kits available, the different curriculum needs they fulfil and the types of technological skills they develop, every teacher should be able foster creativity with robotics in the classroom.

Reference List

Alimisis, D. (2012). Robotics in Education & Education in Robotics: Shifting Focus from Technology to Pedagogy. Robotics in Education Conference, 2012.

Bers, M., Seddighin, S., & Sullivan, A. (2013). Ready for robotics: Bringing together the T and E of STEM in early childhood teacher education. Journal of Technology and Teacher Education, 21(3), 355-377.

Correll, N., Wailes, C., & Slaby, S. (2014). A One-Hour Curriculum to Engage Middle School Students in Robotics and Computer Science Using Cubelets. Springer Tracts In Advanced Robotics, 165-176.

Friebroon Yesharim, M., & Ben-Ari, M. (2017). Teaching Robotics Concepts to Elementary School Children. Robotics In Education, 77-87.

Jung, S., & Won, E. (2018). Systematic Review of Research Trends in Robotics Education for Young Children. Sustainability, 10(4), 905.

Savard, A., & Freiman, V. (2016). Investigating Complexity to Assess Student Learning from a Robotics-Based Task. Digital Experiences In Mathematics Education, 2(2), 93-114.

Veselovská, M., & Mayerová, K. (2017). LEGO WeDo Curriculum for Lower Secondary School. Robotics In Education, 53-64.