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1 Storytellers and engineers in early childhood: developing technological fluency by making robots Marina U. Bers Dept. of Child Development Computer Science.

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Presentation on theme: "1 Storytellers and engineers in early childhood: developing technological fluency by making robots Marina U. Bers Dept. of Child Development Computer Science."— Presentation transcript:

1 1 Storytellers and engineers in early childhood: developing technological fluency by making robots Marina U. Bers Dept. of Child Development Computer Science Dept. DevTech Research Group Tufts University Marina.bers@tufts.edu

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3 3 What is robotics? Mechanics and Electronics Building and Programming Designing and Implementing Engineering and Storytelling Cultural identity and SMET

4 Little engineers Little storytellers

5 5 Engineering and Storytelling

6 6 Why robotics in early childhood? New generation of building blocks Appropriate for todays context Child-centered curriculum Engage both little engineers & little storytellers

7 7 Robotics curricular web literacy reading writing literature extensions story telling math graphing measurement block building number sense geometry patterns social studies mapping geography history family ROBOTIC S science cause and effect life cycle physical world earth and space technology/engineering design process simple machines mechanics programming arts music dramatic arts dance/movement visual arts collage/sculpture

8 Powerful IdeaDescription Computer ProgrammingThis is the fundamental idea that robots are not living things that act of their own accord. Instead, robots act out computer programs written by human beings. Not only that, children can create their own computer programs to control a robot. Command Sequences & Control Flow The idea that simple commands can be combined into sequences of actions to be acted out by a robot in order. LoopsThe idea that sequences of instructions can be modified to repeat indefinitely or in a controlled way. SensorsThe idea that a robot can sense its surrounding environment through a variety of modalities, and that a robot can be programmed to respond to changes in its environment. ParametersThe idea that some instructions can be qualified with additional information. BranchesThe idea that you can ask a question in a program, and, depending on the answer, have a robot do one thing or another. SubroutinesThe idea that you can treat a set of instructions as a single unit that can be called from other parts of a program.

9 Personal development trajectory within a socio cultural context Outcomes Communication Collaboration Community- Building Content Creation Creativity Choices of Conduct Assets After Before Behaviors Positive Technological Development (PTD) Contribution Confidence Character Competence Connection Caring interventions Self Improvement Contribution to society Technological Tools

10 Project InterActions: families with young children & culture Families create a robotic project that represents their cultural identity 1.chose a culture to explore, 2.decide the materials to use, 3.manage the resources and time-frame, 4.resolve the technological challenges (both programming and mechanics), 5. create narratives around the final project 6.Make a website documenting the experience

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12 Tangible Kindergarten

13 13 Want more ? Blocks to Robots: Learning with Technology in the Early Childhood Classroom. Marina Umaschi Bers Teachers College Press, 2008 Marina.Bers@tufts.edu http://www.tufts.edu/~mbers01/


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