Ozobot by Taylor Nelson https://padlet.com/tn22323/m0drfbco8vvr CIED 441 technology project en-us 2018-09-05 17:00:09 UTC 2018-11-08 16:41:41 UTC hello@padlet.com 9/17/18 Ozobot Reflection tn22323 https://padlet.com/tn22323/m0drfbco8vvr/wish/282444701 Overall, our ideas are starting to come together. While playing with the ozobot for the first time, we were confused as to what the overall purpose was. However, we discovered that the purpose is to trace lines that are drawn. Our group got together after class and we did some more research on the robot. We discovered that there are different ways to program it so it can move in different ways. This is done through the use of different colored markers. Although our lesson is not set in stone yet, we have quite a few ideas on how teachers can incorporate the ozobot into the classroom. While the robot does not do anything that is specifically math related, it does make learning fun for the students, which important. The use of the ozobot is a great way to get students engaged in the math lesson. We are excited to do more research and discover more about the ozobot.]]> 2018-09-17 16:29:32 UTC https://padlet.com/tn22323/m0drfbco8vvr/wish/282444701 10/18/18 Ozobot Reflection smhicks050515 https://padlet.com/tn22323/m0drfbco8vvr/wish/294641729 At this time in our project we have decided to do 2nd grade with Missing Addend Addition problems in mind. We have also decided to use specific shapes for the Ozobot to trace. As the students would solve each problem the Ozobot would move on to the next until all the problems have been solved and it creates a shape. This coincides with the Common Core State Standard CCSS.MATH.CONTENT.2.OA.C.3, which says they should be able to add and subtract within 20. As for how this technology will help build pedagogy, its going to help keep the students engaged on the actual problems they're trying to solve so that they're actually learning the content. Looking to see if our technology encourages a worthwhile task, I would say yes. Mostly because it is making the mathematics more interesting to the student. Our task will also elicit more than one problem solving strategy, such as: visualize, look for patterns, and predict & check for reasonableness. The worthwhile features of our lesson would have to be that in order to solve the addition problems they will need to find the missing addend which requires more cognitive abilities than any normal addition problem. We will be able to gain insights into student understanding by using student reflections or justification as to how they found their answer. All of these answers were found using the task evaluation and selection guide in the Van de Walle book on page 47. I think our project/lesson will promote a productive struggle in the sense that the students will need to use multiple ways to solve their problems whether it's using subtraction to solve or even using their hands. We are still working out the kinks in our exact presentation of our plan, but I think the way we are going is in the right direction. ]]> 2018-10-18 23:32:13 UTC https://padlet.com/tn22323/m0drfbco8vvr/wish/294641729 11/1/18 Ozobot Reflection asottor https://padlet.com/tn22323/m0drfbco8vvr/wish/299613993 To add to Discussion #2, coming up with this idea was not easy. We definitely went through many YouTube videos, Pinterest boards, and Teachers Pay Teachers pages to come up with the idea of having students solve a problem, having the Ozobot move onto the next problem, solve that problem, and have this repeat until all problems have been solved and a shape has been made/ traced. When the three of us sat down to talk about this idea, we thought a star would be the best shape to use as it has many lines for the Ozobot to trace and we could fit quite a few equations on it. Though, we then ran into the problem of how exactly are we going to have the students do this activity? This is what we have so far:
 
We draw out a star and put an equation at the top point of the star, for example, 4 + __ = 11. The students would then have to solve for the missing piece to find out what plus 4 gives you 11. Once they find that the missing number is 7, they would then have the Ozobot trace the line down to the 7 where their next equation will then be. The next equation would then include the number 7 in some way, for example, ___ + 7 = 22. Just like the first problem, they would then find what plus 7 gives you 22 and the process continues to repeat until they solve all of the equations and Ozobot has traced all, or most, of the lines. Also, instead of already having the shape drawn out for them, we could possibly have a bunch of equations like the ones above where they still have to find the missing piece and then have the answers scattered all around. The students would then have to match the equation to its answer by drawing a line to connect them and have Ozobot trace the lines as they go to see what shape they make. As mentioned previously, we are still trying to work out all of the kinks, but we are definitely heading in the right direction. 
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