DESCRIPTION AND CONTEXT
The project to be analyzed is “Recreo con códigos: a Creative Spiral”. This project has been carried out and developed at the CEIP Ponte dos Brozos (Arteixo, Spain).
The environment of this public school is characterized by the industry that surrounds it (Polígono Industrial de Sabón). CEIP Ponte dos Brozos is located in a semi-urban population, in which the students of South American and Arab origin have increased significantly lately. Therefore, the Galician school can be categorized as multicultural school.
CEIP Ponte dos Brozos is the only Spanish school that has been chosen by Unesco. This election by the United Nations Educational Organization has been thanks to good practices in the use of new technologies carried out inside the school. However, this achievement is no coincidence. CEIP Ponte dos Brozos has been training for 16 years, when they started working with tablets and laptops as a learning tool.
PROGRAMMING INTRODUCTION PROJECT
“Recreo con códigos: a Creative Spiral” is an introduction project of the CEIP Ponte dos Brozos programming for all primary education cycles. This project has been carried out thanks to a group of teachers concerned with the use of ICTs (Information and Communication Technologies) in teaching.
Therefore, the core of “Recreo con códigos: a Creative Spiral” is the large group of teachers in the school willing to train technologically at any time of the year.
In this training, each teacher orients the ICTs towards the subject he teaches. From supporting their pedagogical projects with the use of new technologies to researching the use of ICTs in the teaching-learning process.
Regarding students, teachers make students work with different programs, depending on the cycle in which they are. ScratchJr is used in the first cycle of primary education; in the second cycle, Hopscotch and in the third cycle, Scratch.
WHAT IS INTENDED?
The project “Recreo con códigos: a Creative Spiral” has the objective that CEIP Ponte dos Brozos students have the ability to search and process information through the use of technologies, as well as understand what they are and mean the algorithms, even putting them into practice in their daily lives.
- Inspire students from an early age to enter programming, providing them with the necessary technological skills to take advantage of the opportunities of the 21st century.
- Ensure that students understand and apply the basic concepts of programming language: abstraction, logic and algorithms (among other concepts) in order to predict what can happen.
- Solve challenges and create simple projects for your own pleasure and that of others, favoring logical and decisive thinking.
- Create, organize, save, share, mix your projects and those of others.
- Use sequencing, repetition, variables … to design programs with specific goals.
- Plan your projects based on drawings, sketches, sketches, storyboards …
- Work collaboratively with colleagues.
- Encourage creativity and learning by taking advantage of the innate concerns of exploration, experimentation and curiosity of students and the power to “learn by doing.”
- Use the programming language as a new way to bring your ideas to life: drawings, robots, games, apps, narratives, art …
In order to achieve all these objectives, the use of different programs and applications that do not require a economic expense, that is, free. Through these programs and applications will be deepened to a greater or lesser extent depending on the cycle of primary education in which students are. From that moment on, the students will carry out tasks integrated in the curriculum, either by creating video games or designing framed animations as previously mentioned, within the curriculum areas of the educational level to which they belong.
WHY IS IT RELEVANT?
Today, this project has great relevance because it significantly introduces the use of new technologies that significantly improve education.
From the development of this project, students meet one of the main pedagogical requirements: from the student’s own knowledge to build learning (constructive). In addition, the project allows self-learning.
On the other hand, students are driven to experience new technologies and their application to education and coding. Also, thanks to the introduction of programming it will be easier to understand the algorithms and find out how to use them in your life.
Finally, “Recreo con códigos: a Creative Spiral” through coding, students will promote their autonomy as well as being able to become creative thinkers and relate their learning to programming. However, that is thanks to the possibility granted to students to experiment, explore, design and create.
Now, a comparison will take place between the analyzed project (“Recreo con códigos: a Creative Spiral”) and two projects, one similar and one different.
“Bee Creative” (Luxembourg)
Firstly, the comparison with the “Bee Creative” initiative will be carried out. In this case, it is the similar project. “Bee Creative” is an initiative developed in Luxembourg whose main objective is to prepare the youngest in the new digital world.
Previously, it has been commented that “Bee creative” is similar to “Recreo con códigos: a Creative Spiral”, the reason is that comparing them, it is concluded that both projects are similar. Both projects seek that young people know how to create using technical tools and new media as well as promoting creativity and talent among young people in the context of new information and communication technologies.
“Copernicus Science Center projects and collaborations” (Poland)
Secondly, comparing “Recreo con códigos: a Creative Spiral” with a different project, that is, with different objectives, is “Copernicus Science Center projects and collaborations” founded in Poland in June 2005. It is a scientific museum It contains more than 450 interactive exhibits that allow everyone to conduct experiments and discover the laws of science for themselves.
As you can see, while “Recreo con códigos: a Creative Spiral” is based on programming, coding, exploration and research through ICTs, “Copernicus Science Center projects and collaborations” offers the opportunity to participate in science projects . In Poland, educational reforms stimulate the use of the digital world, introducing science and new technologies to develop the digital skills of young people.
To conclude, the most notable difference is that “Recreo con códigos: a Creative Spiral” links the use of new technologies to education and everyday life and “Copernicus Science Center projects and collaborations” uses technology as a means to observe and understand Better science.
In my opinion, the three projects discussed in this post seem relevant to me. Each one has a different but necessary purpose. Thanks to this analysis I have been able to reinforce the idea I have about new technologies. Every time they turn out to be more essential in the world of education, this is because technology likes and motivates the student to learn. In addition, it allows students to create, research, design, deepen and modify.
However, for new technologies to be involved in the teaching-learning process in a classroom, it is necessary that every teacher wants to continuously train as the teachers of the project “Recreo con códigos: a Creative Spiral” because technology is renewed daily. If you don’t constantly renew yourself as a teacher, you can never innovate correctly in your classroom.
- Of the three projects that have been addressed, which do you prefer? Why?
- Do you think it is essential to implement the use of new technologies in the educational system of any school?
- Do you think that the teacher who does not have a good technological background should attend to learn the use of new technologies?
- If I were a teacher, would you use the new technologies in a meaningful way to teach in your classroom? Why?
Carro, A. (2019). El Ponte dos Brozos, único colegio de España elegido por la Unesco por su uso del ordenador. (Arteixo) Recovered from https://www.laopinioncoruna.es/gran-coruna/2019/01/17/ponte-brozos-unico-colegio-espana/1366521.html
C.E.I.P. Ponte dos Brozos (2016). Recreo con códigos. Recovered from http://educalab.es/documents/10180/631995/C53653989RecreoconCodigos.CEIPPontedosBrozos2016/62de36c1-7e84-4c39-8b4f-a55b5c6b8758
Licht, A., Tasiopoulou, E., & Wastiau, P. (2017). Open Book of Educational Innovation. Roger Blamire, Ed Prosser. Recovered from http://www.eun.org/documents/411753/817341/Open_book_of_Innovational_Education.pdf/c1044658-5793-408c-8acb-a041338111ef
David Menezo Fernández.