Standard II - Using

Artifact Description:

In Spring 2020, I created a video featuring the Sphero mini robot as the final project for the GDIT713 Computational Thinking (CT) class by Dr. Joseph Kush. I applied the skills on creating videos from the GDIT703 Foundations of Instructional Technology class with Dr. Misook Heo in Fall 2019 to creating this video project. The video was a voice-over presentation including an introduction of the robot, a brief discussion on computational thinking, demonstration of how the device works, integration of Sphero mini into a foreign language class, and my evaluation and reviews. The feedback from Dr.Kush was “Ziji, this was outstanding.  Just what I was looking for.  It's clear you put a lot of time and effort into creating this.  I hope you had as much fun making it as I did watch it.”

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Reflection and Rationale:

This artifact demonstrated my ability to use appropriate applications of educational technologies and processes based on appropriate content pedagogy. In the video, I implemented Sphero mini robotics as the educational technology based on appropriate content pedagogy. While preparing the materials for the video, I designed the flow of the video in a learner-friendly way. I started by discussing the nine core computational thinking concepts defined by The Computer Science Teachers Association (CSTA) and the International Society for Technology in Education (ISTE) including data collection, algorithms, abstractions, and automation (Barr and Stephenson 2011). Furthermore, I applied the content knowledge of CT such as embedding the problem-solving in K-12 classrooms to the integration of Sphero mini into a group activity in foreign language class. I used inquiry-based learning as the content pedagogy in the class activity which requires the students to control the Sphero mini to find out the correct vocabulary. In addition, I used modeling which was an important pedagogy that requires students to learn by imitating and practicing. I demonstrated how to control the Sphero mini robotics so that the learners can follow my instructions and practice using the Sphero mini robotics. They were able to pause the video at any time if they meet difficulties in the process. To help learners feel less stressed, I tried to make each instruction in the demonstration learner-friendly and easy-to-follow. In the future, I look forward to creating more high-quality video instructions for my classes.

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Reference: 

Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: what is involved and what is the role of the computer science education community? ACM Inroads, 2, 48–54.