Classroom Implementation

Building off of the research completed by Tengler et al.(2021) regarding the use of a robotics-based learning environment in third and fourth grade, we have designed “Tales of the Tale-bot” for grades 1 and 2 classrooms to address the need for authentic, student-centred learning for all students (Learning and Technology Policy Framework Policy Direction 1).  This project connects newly implemented English Language Arts and Literature and current Science curriculum, as well as Alberta Literacy, Numeracy and Competency Progressions. 

1. Students will engage in learning activities that are designed around elements of a story. 

   1. Story elements (characters, setting, events, plot)

   2. Different story forms (folk tales, legends)

   3. Imaginative representations or dramatizations of stories 

2. Students will engage in learning activities that have them become familiar with the Tale-Bots while learning about the design thinking process

   1. Basic coding concepts for Tale-Bots

   2. Utilizing recording function of Tale-Bots to tell stories

   3. Design and refine - Diving into Design Thinking with Tale-Bots (Create-Test-Refine)

3. Once students are familiar with elements of a story and Tale-Bot programming, they will leverage the technology to take an active role in demonstrating their understandings of the curriculum by designing an environment based on the elements of a familiar or self-created story and, with a partner, they will program the Tale-Bot to bring the story to life.  Students will present their project to an audience.

4. Throughout the project, students will continually reflect on their learning progress and make decisions and adjustments through evidence based reasoning. 

Tales of a Tale-Bot project and resources will be shared and can be accessed with all EICS staff on our “Student and Staff Formation” website.  A dedicated webpage will have a residence sign-up, access to project and lesson plans, as well as media showcasing the project. 

As we support teachers in moving their pedagogical practice to transform education as outlined in Dr. Puentedura’s SAMR model, students will have the opportunity to engage with age appropriate robotics that allow the students to employ Computational Thinking, which is “at the core of computer science and a gateway to sparking student interest and confidence in learning computer science” (International Society for Technology in Education, 2018, p.4).  Teachers engaging with the project will have professional learning designed around ISTE’s Computational Thinking Competencies (2018). After the completion of the Tale-Bot project, teachers will collaborate with other teacher participants and a consultant in designing other learning opportunities that have the students utilize the robots to demonstrate their understanding and apply both the Alberta Education Competencies and the ISTE Computational Competencies. 

It should be noted that Tale-Bots are the chosen technology as they are age appropriate and promoted as having the ability to record for imaginative storytelling.  They are valuable in teaching the coding process and give the student instant feedback. 

Alberta Competency Progressions

• Critical Thinking: I ask relevant questions to help me learn

• Problem Solving: I determine information that is relevant to help me solve problems, and I consider the possible outcomes of solutions.

• Research and Managing Information: I organize and combine information from a number of sources.

• Creativity and Innovation: I create in a variety of environments for specific audiences and purposes, and I seek out the knowledge or resources needed to transform my ideas into creative works.

• Communication: I use a variety of formats to communicate.

• Collaboration: I contribute actively and respectfully to group work, and I encourage others to contribute their points of view when working toward group goals.

• Citizenship: I fulfill obligations to my groups and communities.

• Personal Growth and Wellbeing: I set goals to help address my wants or needs, and I adjust my actions in response to setbacks.

Numeracy

• Spatial Information:

  • Spatial Visualization: Students physically manipulate objects to describe and represent them in a variety of orientations and sizes.

  • Location and Direction: Students navigate or create directions and geographic representations using basic techniques (e.g., oral directions, gestures, basic maps, story maps).

• Interpret, Represent, Communicate

  • Interpretation And Representation Of Spatial Information:  Students interpret or create simple models and labelled diagrams to represent spatial information (e.g., number line, diagrams of life cycles).

  • Communication: Students use basic vocabulary, gestures, objects, symbols, or analogies when communicating ideas in situations involving numeracy (e.g., “round like a wheel”).

Literacy:

• Construct Meaning

  • Background Knowledge: Students make connections to their background knowledge to support understanding of a new idea or topic.

  • Vocabulary: Students use an increasing amount of high-frequency vocabulary and acquire new vocabulary related to learning experiences (e.g., describe, compare, life cycle, province).

  • Text Organization: Students know that texts are organized in different ways based on their purpose.

  • Comprehension Strategies: Students develop and use strategies when viewing, listening to, and interacting with texts.

• Communicate Meaning: 

  • Clarity: Students present ideas or information in a logical and clear manner, with some details.

  • Audience: Students adjust oral and written language, as appropriate, when communicating with peers and adults (e.g., to respect social/cultural practices, formal and informal situations).

  • Intent: Students organize texts for different purposes (e.g., to inform, persuade, or entertain).

  • Modes And Media: Students explore how diverse modes and media represent and communicate ideas and experiences. They choose modes and media to share.