https://padlet.com/bmcbride9816/xv9gnv5jx21v Mattie Stanley, Matt Douglas, and Brianna McBride en-us 2018-09-04 03:10:15 UTC 2024-12-05 20:06:38 UTC hello@padlet.com bmcbride9816 https://padlet.com/bmcbride9816/xv9gnv5jx21v/wish/277408280 2018-09-04 03:14:21 UTC https://padlet.com/bmcbride9816/xv9gnv5jx21v/wish/277408280 bmcbride9816 https://padlet.com/bmcbride9816/xv9gnv5jx21v/wish/285317497 Ozobot Bit is a robot that uses coding to create and follow paths and instructions. Users can use color coding to direct Ozobot on a path which they create. This little robot can be implemented into the classroom in various ways, but what we have decided to do is use its mapping capabilities to prompt students' learning of perimeter and area. Seeing as the Ozobot can create just about any shape or figure that a student could, this will be a fun activity in which students can explore finding the length, width, area, etc. of various figures that they create themselves. Not only will this activity involve these mathematical concepts, but students will have the opportunity to learn about coding, and work out how to create the paths they want so that Ozobot will follow it. As addressed in VandeWalle's text, for a task to be worthwhile it must require high cognitive demand, multiple entry and exit points, and relevant context (47). All of which can be met with our Ozobot activity. Since the students must first learn how to work with the Ozobot and code properly to get their desired results, it requires a great deal of cognitive demand on their part. Instead of a teacher just feeding the students instructions they will have to explore and learn for themselves. The context is relevant to math concepts such as finding area/perimeter, and can be as challenging or basic as desired. If you find the students are all creating the easiest shape possible you can direct them to create a more challenge path. If the activity seems too challenging, you can always give cheat sheets with the code to help direct students.]]> 2018-09-25 02:56:51 UTC https://padlet.com/bmcbride9816/xv9gnv5jx21v/wish/285317497 https://padlet.com/bmcbride9816/xv9gnv5jx21v/wish/288202880 Hi all,
Well done thus far in your reflections. You have shared details about the technology in your reflections. You might also consider using the guided questions provided on the assignment descriptor, connecting to the course information we are learning in class, articles and textbook such as TPACK, worthwhile tasks, productive struggle, etc. Keep up the great work!  Let me know if you have any questions.]]> 2018-10-02 15:37:38 UTC https://padlet.com/bmcbride9816/xv9gnv5jx21v/wish/288202880 m_douglas5 https://padlet.com/bmcbride9816/xv9gnv5jx21v/wish/290864441 For our project, we have agreed to use the Ozobot to do perimeter and area. Perimeter and area can be a difficult subject for some students. Van De Walle states on page 524 that "Area and perimeter area continual source of confusion for students". It also states that "Perhaps confusion emerges because students are taught formulas for both concepts at the same time" (Van De Walle, 524). Ozobot allows us the opportunity to help students visualize what perimeter is and can also help us with area. For example, if we did perimeter, students would realized that the Ozobot traveled on the outside only and would be able to count how far it traveled. Once they have a base idea of perimeter, then we may move on to the formula form of solving perimeter. 
This is an idea we can use for the Ozobot. To help us count the perimeter and area. The robot will have the ability to travel a trail in which the teacher or students can set up. Perimeter may be easier to do since area is usually looked at as the inside of the shape but it is something that can be done. The idea for perimeter would be to set up the shape and have a trail ready for the ozobot to travel. The ozobot can then travel the trail while the class counts how many boxes the ozobot has traveled.
There are many ideas to use the ozobot for. Another possible idea would be evaluating geometric shapes and having the students follow the robot and figure out how many sides a shape has. Then students would be able to distinguish which shape is presented. 
The robot has the potential to be a wonderful way to keep students engaged in their work  if used properly. ]]> 2018-10-09 16:42:05 UTC https://padlet.com/bmcbride9816/xv9gnv5jx21v/wish/290864441 madstan https://padlet.com/bmcbride9816/xv9gnv5jx21v/wish/298323006 Ozobot moves based on the series of color codes it reads. Students using this robot are required to understand not only a general idea of how coding works, but more specifically how Ozobot's coding works. Today in 2018, most systems in the world operate on a series of coding. By starting these students off in elementary school with the understanding of coding a robot, it will help them generate ideas and understandings as they grow into adulthood. This task is worthwhile to the students because they are learning the coding habits at a much younger age than I ever imagined. This enables them to think more divergently and come up with ideas that I would have never imagined. The TPACK strategy suggests that technology, pedagogy, and content knowledge should all be balanced in education. Using Ozobot while teaching perimeter can add to the technology element. Making sure that the content is correctly implemented and the teacher is providing the best vocabulary and methods, the TPACK strategy can be properly implemented within an educator's curriculum easily. Students may struggle with the ability to draw the codes where the robot reads it correctly or may struggle with knowing what code means what action. Students will also have to work together to create a shape of their choice to measure. Some students may have a hard time working with others, therefore this will be a great opportunity to practice their group-work skills before they use them in the workforce.]]> 2018-10-30 01:27:21 UTC https://padlet.com/bmcbride9816/xv9gnv5jx21v/wish/298323006