The innovation project of the book “Open book of innovative education” that he decided to explain is called “Recreo con codigos” and takes place in the C.E.I.P. Ponte de los Brozos (Galicia); which is located in a semi-urban population, energized by the Sabón Industrial Estate and very close to A Coruña; most of the children come from the rural environment and in recent years the students from other countries, South Americans, Moroccans and also of gypsy ethnicity have increased. Due to its geographical and social characteristics, it can be included in the category of “multicultural centers” and macro-centre. The school is a public center that teaches the corresponding education for Primary Education.
This project has been carried out with the objective of introducing programming, so that elementary students (age 6-12) are able to understand and discover algorithms using free applications and programs to create video games and animations framed within the different areas of the curriculum of each educational level.
This type of project is important because it helps students, providing them with information and allowing them to experiment, explore, design and create, becoming creative thinkers and connecting their learning to programming. During this process, they are free to create a project based on their ideas, share them with their friends, reflect on them and develop them. (Licht, A., Tasiopoulou, E., & Wastiau, P. 2017).
I would like to compare this project with one from Belgium (Wallonia-Brussels) called “Learn to program” which aims to provide students with the necessary tools to become creators and active participants in the digital world. Like this project, the C.E.I.P. Ponte de los Brozos has something similar as its purpose; Students are automatically programmed through different types of applications.
While students from Belgium use Scratch © 1program, Rasp-berry Pi © and Makey Makey © computers, an electronic invention; Teachers in Spain (Galicia) in the first and second year of primary education, use ScratchJr, in third and fourth years, use Hopscotch, and in the fifth and sixth year, use Scratch.
Both projects use the same application that is scratch and thanks to this type of tools, students learn to program and use technology in a different way and thanks to these projects, both fulfill a mathematical and scientific part in this kind of classes.
I think that both projects are very interesting and useful, especially at those ages since children are able to learn more quickly and put more enthusiasm to the activities proposed by the teacher. In my opinion, it is a very attractive way of combining technology with programming. Since many children play video games without knowing what is really behind all those screens; a job that costs time to do. Knowing how to program is very important and something that everyone should know how to do, but very few people know and like.
With this type of projects, students will develop a technical, mathematical and even perhaps creative part; and from what I have been able to visualize both projects have had very good results, so in the future I hope to be able to use this type of programming activities in my classes.
What do you think about these innovative projects? Would you like to use this programming language in your classes?
- Licht, A., Tasiopoulou, E., & Wastiau, P. (2017). Open Book of Educational Innovation. Roger Blamire.
- CEIP Ponte dos Brozos. (2016). RECREO CON CÓDIGOS recovered from http://educalab.es/documents/10180/631995/C53653989RecreoconCodigos.CEIPPontedosBrozos2016/62de36c1-7e84-4c39-8b4f-a55b5c6b8758