Throughout this semester, I have grown much more comfortable using Scratch and the Makey Makey. I had very basic experience using both technologies prior to starting this course. I knew that Scratch was a powerful tool for teaching students to code in a fun, visual way using block programming. I had only worked on simple programs though that did not have extensive classroom applications. I am now much more well-versed in the program's capabilities and usages and feel confident teaching it to students.
The Makey Makey on the other hand I thought of as a more fun, interactive version of a keyboard. We used it to connect existing Scratch programs to things like fruit, foil, or candy. The students loved using them, but I did not see how Makey Makeys could be used to strengthen classroom instruction. My appreciation of this device has grown exponentially throughout this course. I now realize that it's a powerful learning tool that can make computers more visual, intuitive, and accessible to a variety of leaners. As a technology coordinator for elementary students, I designed my projects with young students in mind. By connecting the Makey Makey to touch pads that I designed, I was able to add pictures to help young students understand what buttons did regardless of if they could read or write or were comfortable using a keyboard and mouse. The project I designed incorporated math, music, and technology, showing its potential multidisciplinary applications. As I put together the final portfolio, I was struck by how much my concept of the Makey Makey and its capabilities has grown.
I can only remember a handful of times throughout my MET program that I shared my work with others. In this course however, I often shared my projects with family members and friends. I felt accomplished when I completed these projects, and I knew others would enjoy using them much more so than reading through my grad school papers. In this small change, I can see the promise and excitement surrounding the Maker Movement. When people make something, they feel a sense of achievement and ownership unlike the feeling that comes from finishing an essay or test. They experiment, tinker, play, engage, collaborate, question, revise, and ultimately learn much more. I am inspired by what I've accomplished this semester and am so excited to bring these projects and many more to my students.
The Makey Makey on the other hand I thought of as a more fun, interactive version of a keyboard. We used it to connect existing Scratch programs to things like fruit, foil, or candy. The students loved using them, but I did not see how Makey Makeys could be used to strengthen classroom instruction. My appreciation of this device has grown exponentially throughout this course. I now realize that it's a powerful learning tool that can make computers more visual, intuitive, and accessible to a variety of leaners. As a technology coordinator for elementary students, I designed my projects with young students in mind. By connecting the Makey Makey to touch pads that I designed, I was able to add pictures to help young students understand what buttons did regardless of if they could read or write or were comfortable using a keyboard and mouse. The project I designed incorporated math, music, and technology, showing its potential multidisciplinary applications. As I put together the final portfolio, I was struck by how much my concept of the Makey Makey and its capabilities has grown.
I can only remember a handful of times throughout my MET program that I shared my work with others. In this course however, I often shared my projects with family members and friends. I felt accomplished when I completed these projects, and I knew others would enjoy using them much more so than reading through my grad school papers. In this small change, I can see the promise and excitement surrounding the Maker Movement. When people make something, they feel a sense of achievement and ownership unlike the feeling that comes from finishing an essay or test. They experiment, tinker, play, engage, collaborate, question, revise, and ultimately learn much more. I am inspired by what I've accomplished this semester and am so excited to bring these projects and many more to my students.