Learning

In my second year here at WGS, I had a conversation with the Primary Head of School about how we might cater more effectively for some identifiable students with mathematical talent in our school. She was wondering out loud whether the Westpac Maths Competition would be a good idea. But then I remembered entering students from my previous school in the Mathematics Challenge For Young Australians (MCYA for short) and how I thought that it was a well constructed competition that focussed on the application of mathematics to problem solving situations, rather than being an exam type scenario conducted within a day.

We tried it out that year across several year levels, and the students really found it engaging. We even had a group of high ability Year 4 students who we entered into the Year 5 division. I remember sitting with this group, explaining how the challenge worked. You had four worded problems to solve, you had three weeks to do the challenge, you could work with others, you got to work independently, you had to show your working out, you sometimes had to explain your answers and so on. Later that week I checked in on the students and one boy made the comment to me with a smile that showed his keenness, "This is hard. I'm not used to maths being hard - usually it's easy for me."

Interestingly, this same group of boys are now in Year 7, midway through this year's Challenge. I was talking to their teacher, Jasmin, tonight and she was telling me how much they loved doing the MCYA. They were begging for more time to get back into it, and so we were thinking that we might enrol them in the Enrichment section. It has also been a great validation for other kids - one that I can recall was a girl from a very disadvantaged background who downplayed her abilities in front of her peers to the point where she started to believe that she was not much more than average. We put her in the competition and with a bit of gentle encouragement she slowly warmed to the expectations and realised that finding the solutions was well within her capabilities and that she could see possible strategies that remained invisible to her peers. And her friends got on board and told her what they already knew but she was trying hard to deny - she was really smart and Challenges that privileged kids take for granted is theirs for the taking, were well within her grasp. She ended up with a Distinction. For me, this is a really great competition that gets mathematical kids stretching beyond memorised algorithms. I like the fact that it allows and encourages collaboration. I like how it draws out kids who are a bit dependent on their after school Kumon diet into thinking about not only what is the solution but WHY is that the solution.

Thank you, Australian Maths Trust and the University of Canberra. You put out a first class offering for our talented Maths students and in this age of STEM heightened awareness, I am surprised that your competitions and challenges are not more widely touted.

mcya

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I posted last year about my new model for Digital Leadership here at WGS and also presented about my plans at a local TeachMeet and at one of the TeachMeets at EduTech in June. the concept was to use badges as a way of recognising skills and contribution of students involved in the program - and as a model that would be intrinsic rather than extrinsic in its overall philosophy. I advertised for interested students, talked them through my plans while emphasising that my ideas were still in beta form. And it was very successful with over fifty students from Years 5 to 7 having some form of involvement. It was deliberately designed to be flexible and allow for students to buy in and commit to doing as much as they felt comfortable with. They played with and ironed out teething problems with some new robotics for me, ran lunchtime MinecraftEDU clubs for interested students and spent an afternoon every week with me looking to improve their digital skills. I had based it on the two areas of big interest around our school - Minecraft and robotics (mainly Spheros) - we then had digital leaders support teachers in their first foray into robotics which was great because student peer tutelage and troubleshooting allowed me to spend more time ensuring that the teacher's confidence levels in this area were on the right track. A core group of leaders volunteered to help with our senior special class experience MinecraftEDU for the first time and built some real bonds with the students within that class. It was amazing to see the leaders really show patience and interest in others, and see that extend into social connections out in the school yard as well. I had two leaders volunteer to be buddies for two at risk early years students, again using Minecraft as the medium, but being calm positive role models for these young students was the real achievement beyond any digital skills being honed.

I did notice a few things about the sort of student who is interested in my program though. They generally are kids who enjoy being helpful but don't always have the self confidence to push themselves forward. They enjoy learning new things and having some status as an "expert" but rarely use that as a platform for showing off. I also noted that the Year 5 students were the keenest and most enthusiastic, but some were prone to see the Digital opportunities first and then become scarce when the leadership aspect was being emphasised. Year 7 students tended to dwindle to a handful as there seemed to be other leadership and community service opportunities available exclusively for their year level at our school competing for their attention. The Year 6 students were the most reliable and the ones who had joined the program for the leadership and helping aspect first with the digital playtime being a bonus second. I have also had a couple of students who come from very disadvantaged homes who gain a great sense of self belief and worth from being involved.

So, when it came around to thinking about what changes would make the program better for this year, I invited eight of the most engaged 2015 Digital Leaders to a round table discussion to help me design this year's version. They were really helpful, and helped me iron out some of the kinks in my new plans. They even helped to conceptualise the new lanyards and create the idea of a Senior Lanyard to retain and recognise those students who were going to be involved for a second year.

So, instead of eight different badges centered around Minecraft etc, I thought that I would separate the badges into Digital Badges and Leadership Badges so that the leadership aspect (working with classes, being a mentor or a buddy, running a lunchtime club, helping a new Leader become proficient) shared equal billing with the Digital side of things. I also wanted to broaden beyond Spheros and Minecraft and create expertise in a wider range of other Digital learning initiatives that are available or needed development at our school - things like Lego Stop Motion, Beebots and game creation.

2016dl

So throughout Term 1, the Friday afternoon time that I have has been dedicated to covering the Digital side of the ledger. We started with the familiar and ran Minecraft in the first few weeks, then Beebots and finally started on some Lego Stop Motion movies. Ninety minutes once a week goes pretty fast, and I had kids nominate what they were interested in and created a schedule with equal number of slots for boys and girls. I gave priority to kids who signed up for more options, and when I found our LittleBits kits in their hiding place, I found some kids who were ready to learn and become familiar with this technology and move on from Minecraft early. These kids were all new Year 5 Leaders and we quickly formed a Junior Inventors Club for them to run at lunchtimes catering for interested Early Years students.

So, the plan is to continue offering time to use the Digital options on a Friday, but start to expand the Leaders' opportunities to earn their Leadership badges throughout the next term. The new lanyards have arrived and will be given out to all Term 1 participants who attended at least two sessions, with badges to be awarded as the year progresses. Teachers will then be able to seek the services of this group of Leaders as required - and this group of dedicated students will find an outlet for their unique talents.

To properly look at and talk about the future, it is important to look back at the past. If you are an educator using social media for your own professional learning, or if you are leading professional learning around any current issues, it is important to know a bit of history and to recognise that you are moving along a path that has been forged by others before you. I haven't always been so quick to recognise that myself in the past - and I see some of my own naivety and self importance from a decade ago manifesting itself in others in the present day. I will try to provide an example.

I first joined my local edtech professional association back in 2005, being encouraged by a mentor from the Technology School Of The Future named Yvonne Murtagh. It was through one of her workshops that I became really interested in the potential of Web 2.0 (as it was called back then) and I embraced the concept of blogging for professional learning. The association was CEGSA (known now as EdTechSA) and through various channels I met a high school teacher named Bill Kerr. Bill was working in the area of computer science and digital game making (amongst other things) with his students, and was an advocate of programming well before the recent push that sees coding as an important skill that students need. I am sure that he would view the latest push from experts with a wry smile and just a little frustration that so few educators (myself included) could see the value of this work eight years ago. Bill ran some great presentations at the annual conference where he would buck the trend of what was being offered, and showcase some interesting things. One year, he managed to get his hands on a OLPC laptop - and another time, he gave a talk about Alan Kay, a contemporary of Seymour Papert that seems even more relevant in today's STEM and Makerspace frenzied edusphere.

Gary Stager has also worked in this space for many years, working with the acclaimed David Loader in Melbourne back in the early nineties on a pioneering one to one laptop program. He has been and is still a leading advocate of the maker movement for learning. I have had the privilege of seeing Gary on several occasions and he always challenges my thinking because he can take what is accepted as good practice in the wider education community and turn it on its head. He also must be frustrated and relieved in equal parts that his message and work over such a long time is now gaining mainstream acceptance. But education and schools are slow moving beasts - so slow that messages and ideas that seem new are often reincarnations from the past. But the latest generations promoting edtech quite often think they are the pioneers and the innovators when in fact, with a little bit of digital literacy, they can find that they are the benefactors of less heralded but more important work and thinkers from the not so distant past.

Like I wrote earlier, I too have suffered from the delusion that I was travelling a new path that the majority of educators had to eventually get on board with. But being an early twitter user or maintaining a blog for over a decade or doing interesting things in the classroom doesn't qualify me for anything but being a learner who can still learn from others and share a few things along the way with others. Bill critiqued the read/write web I was in love with back in 2007, and at the time, I felt offended and a bit misunderstood. So I am sure that some more recent voices on Twitter and other online spaces would likely be unresponsive to my plea to "know your history" a bit more before you put yourself up on a pedestal as a progressive educator or a changemaker. But if you are pushing makerspaces and don't know who Gary Stager is, you need to look back. If you think you are being cutting edge with games and have never heard of Marc Prensky, do a bit of homework. And if you think you're cool because you're a self professed connectivist or have a PLN, but have never read Stephen Downes, George Siemens, Nancy White or Leigh Blackall, then get in touch with the recent past. I'm not bothering to link those names because Google will lead you down as many relevant rabbitholes as you can handle.

Don't be like George Bush when he said, "The past is over."

So, a couple of teacher have approached me about some help with their buddy class project - they want to do Stop Motion videos. Now, being the resident Learning Technologies leader does not mean that I have my finger on the pulse of all things edtech but I said, yes, of course I will help. I figured that I would just learn ahead of time, on the fly so to speak, modelling being a learner. Stop Motion has been around for years in classrooms, with Plasticine models being a popular choice paired with web cams and stop motion software. With the advent of iPads and a rising popularity in the use of Lego, I thought that I would try to see if I could whip something passable using the Lego Movie Maker app.

One Day On Tattoine from Graham Wegner on Vimeo.

My son has plenty of Star Wars lego around the place so that was easy, getting the iPad to stay still was solved by building a Lego cradle for it, and the background was printed off the web from a fan image from DeviantArt. It was difficult to get the whole set in shot and I am still not happy that the background takes up more real estate than the foreground - it would probably be easier to use my iPhone but the kids will have to use iPads so I needed to foresee issues from that perspective. There are plenty of videos on the web on how to improve the way it hangs together and my character voices are pretty terrible (except for Obi-wan / I think I do a passable job there). I might have another go over the Easter weekend but I can see the key will be sourcing plenty of mini-figures for the fifty odd students who will be creating their own stop motion masterpieces. Not that is - a masterpiece, that is. Wow, starting to type like Yoda already.

The first week of school has just finished, and at my site that has meant some new staff, a number of new students and a heady mix of excitement and trepidation. I spent some time this morning with my new principal trying to describe the scope of and the idiosyncrasies of my role at WGS. I am really lucky to work in a role that suits me and challenges me at the same time. I am always fretting about whether I am prioritising and making correct decisions, and am probably my own harshest critic. Being at a disadvantaged school does mean that I have access to funding to really be able to provide quality technology options for our students, and I really try to think through the best way to use that tax payer funded money.

I am very conscious of the responsibility of being accountable as an employee of the public education system, and I wouldn't want to work in any form of school. I turned down an invitation to showcase some of our technology at one of Adelaide's more prominent private schools because I just couldn't bring myself to even indirectly contribute more to the already well advantaged. It felt traitorous to the system to which I am loyal. I am aware that religious institutions helped to popularise education well before public education became an essential public good. But in my eyes, so much of private education is about maintaining class divisions, gatekeeping against the wrong sort of people, or lavishing even more opportunity on the most privileged within Australian society.

I have heard the cries before from private school teachers and supporters before about catering for the disadvantaged and being inclusive - and some are, but only to a point. I had the privilege of hearing Lynne Symons speak last year at our EdTechSA AGM. Lynne was, at the time, the principal of Mark Oliphant College, the biggest of the government super schools founded just over five years catering for over 1500 students from Reception to Year 12 in one of the most disadvantaged urban areas in the state. As she said in her speech, and I paraphrase here, you might have some poverty in your school or have some disadvantage in your school, but our government disadvantage and complexity eats any private school's for breakfast. And I know it's not a competition about who is serving the neediest or who has the most families under stress, but only the public system takes all comers in and is more concerned about the progress and journey that each student takes, rather than if their students can get their Year 12 results on the front page of the state newspaper. No school gets it right for all of their students all of the time but I am proud to work for a system where that is the goal.

 

2015 has been a very busy year for me from a work perspective and although I have learned heaps, not much of that learning has ended up here of late. Part of that has been the fact that a lot of my steep learning curve has been in the people management aspect and the collaborative leadership part of my job, all of which have confidentiality issues that limit me from sharing too much too readily. There have been moments of high challenge when people's futures and relationships were quite fragile, and where I have had to work hard on diplomatic solutions that still haven't left everyone happy with the end resolution. However, there are a few things that I can reflect on.

We tried a new product called Class Creator when constructing our 2016 classes. This was definitely a worthwhile investment as after all of the teacher data was inputted, it created classes that were a good starting point for further negotiation. Whenever someone considered shifting a child to a different class, I could look them up and see who they needed to be separated from, what a move would do to their friendship options and whether they had students who were conducive to their learning success. The company themselves were quick to help out with any technical hassles. Our school certainly still tested the outer limits of what the software could do - for instance, we found you couldn't program in separations from students in different year levels. Class Creator said that would require an even more complex algorithm!! But because we knew about the limitation, we could work around. But avoiding that first initial bunfight of getting teachers to put names out onto class sheets was avoided. When someone said, "Can't we just have straight classes in this year level?", I could run it through Class Creator, create the scenario and people could see for themselves whether it would work or not, or what were the compromises that would need to be made to make it happen. So, a big tick for this product.

I ran a Sphero workshop for EdTechSA in Week 7 of all times and that was pretty successful. I'm due to do another one early in 2016, and I am seeing more teachers becoming confident in using the robots themselves. Another teacher has discovered another robotics product with potential called Ozobots, and is keen to enlist my help to explore their potential for learning in 2016. I am confident that more teachers will get on board, especially as I have already seen some of our teachers get involved in a DECD Digital Technologies project focussed on the use of Makey Makeys in buddy class projects. Mel, one of the teachers involved, has been leading out in the area of robotics as can be seen in the video below.

Along with three other colleagues, I attended training for the Microsoft Peer Coaching course, led by my line manager and acting principal, Marg Clark (who happens to be one of only two qualified trainers). Karen Butler from DECD also helped lead some of the training as Marg's "apprentice" but essentially it was about becoming familiar with 21CLD and then rehearsing the required skills and techniques to facilitate professional conversations about planned learning with peers. I am hoping that some of my Green Building teachers who I line manage will be keen to participate and have me as their coach in 2016. We have also been working with Tom Barrett from NoTosh on Design Thinking, and looking to develop that more within our school in 2016.

Speaking of 2016, we are welcoming a new principal to the school. Having a new person at the helm is always going to mean that things are about to change but we need to embrace the opportunities that will come with this, while highlighting to our new boss all of the great stuff that goes on and makes the school such a great place to work at where staff feel like they are making a real difference to the students from our increasingly complex community.

At the moment, I am enjoying the time to recharge my batteries, spend time with the family and get in a few games of golf. At the moment I am enjoying a patch of improvement in this area, and have even started a blog to capture some of my learning and experiences in this area. The audience for that particular niche could be very small indeed!! I am having fun playing a few games on my son's new PS4 and even reading my way through the PC Grant novel series by Ben Aaronovitch. We'll see how 2016 develops soon enough.

 

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My blog had its tenth birthday last month. And probably, as I treat my actual birthday, I didn't really pay it much attention. I had thoughts about doing a post on the actual day but didn't really have something to say. I even thought about doing a give-away or a competition, but I have a feeling that the days of readers numbering in the hundreds (probably down to single figures now) are long gone.

But ten years is a significant slab of time. I started writing here because my school at the time had just installed interactive whiteboards and I figured that blogging might have been a good way to connect to others to get ideas and advice in their best use for learning. What I did stumble into was networked learning, exposure to innovative minds and a handy ringside seat into the broader development of educators delving into social media.

I don't blog now nearly as much as I did back then. But I have been able to interact with many great thinkers and innovators - some who still influence my thinking to this day. Certainly, there were many well established edubloggers around when I started this journey so I am certainly no pioneer. Along with Michael Coghlan and Mike Seyfang, I was one of the earlier South Australian bloggers flexing our developing social media muscles. When I think about the early edubloggers I was reading, many were well established in their craft - if you aren't aware of Stephen Downes', Nancy White's and Alan Levine's amazing bodies of work, then you need to take the time meander down their well established digital paths. George Siemens may well be hailed as the mind behind Connectivism as a learning theory, but Leigh Blackall deserves as least as much acknowledgement as an active mind developing awareness about Networked Learning. If you don't believe me, check out the Revision History tab on the Wikipedia entry to see how much time he has put in there. He (along with Alex Hayes) was the first to expose me to the concept of "free ranging" showing how one's learning can be stored in a range of digital depositories. This was a concept that he continues to use - it might explain why his work isn't cited by "experts" because he actually practices his ideas rather than just theorise from a traditional academic viewpoint. I strongly believe that Leigh's name and ideas should be more widely known and acknowledged in the Australian edtech community. But I suppose he isn't founding edtech Twitter hashtags, or being an "edupreneur" so the importance of his ideas are somewhat neglected.

Speaking of Twitter, I was an early educator user, signing up for my account back in March 2007. No #hashtagchats, no "Welcome to my PLN" autoreplies, no inserted ads or "while you were away" reminders. Not many Australians in the first few years either - and my Twitter connections were basically bloggers who I was already reading. After a year or so, I did start to see some clever Twitter only educators start to leverage the tool in new ways which has led to the massive info-stream that you get nowadays. I've always thought that you only add a connection that adds to your learning so I have never felt the need to follow back. And if I don't add much to your learning, then perhaps I should be cut loose from your Following list as well.

It is pretty cool that I can look back at my state_of_brain over the period of ten years. I have engaged with so many digital learners and my own learning has been super fast tracked that I take the connection for granted. Even in 2015, I encounter adults who are amazed at how quickly I can find what I want online, how I can reference some many other great thinkers so quickly - and I am amazed that what I do isn't just commonplace in educators anyway. It should be - I am no one special. If I can be connected and learning, anyone can. Ten years here at my favourite Edublogs haunt proves it.

Last year, I compiled a virtual version of EduTech for my staff, hunting videos that were close to the presentations that we saw live. It is over on our staff blog but seeing I've done the hunting and embedding, there may be readers who might like a look as well.

2015

This year, the WGS attendees included Kellie, Julie, Bianca, Vas, Jayne, Mel, Tamsin and Graham. This year we had our own Twitter hashtag #wgsET which helps to collate all of our resources, insights.

Here are some links and videos from some of the presenters:

Eric Mazur,  Assessment - The Silent Killer of Learning

Super Awesome Sylvia, 13 year old maker expert

Nick Jackson from Adelaide spoke eloquently about digital Leadership and ended his talk with this jawdropping conclusion.

Larry Rosenstock, CEO of High Tech High

Eric Sheninger, Digital Leadership

EduTECH 2015: Eric Sheninger from EducationHQ on Vimeo.

Sylvia Martinez, The Maker Movement: A global revolution goes to school

Ted McCainTeaching for Tomorrow - teaching as facilitating, learning as discovering

EduTECH 2015: Heidi Hayes Jacobs from EducationHQ on Vimeo.

dllanyards

Tomorrow morning at the Primary Years Assembly, I will be presenting six more Digital Leaders lanyards bringing the number of newly qualified Leaders up to twenty two. My photo shows the pile ready with the badge grid showing badges earned so far complete with the glamorous purple lanyard (called the forgotten colour of our school uniform by our Music teacher!) with teal custom printing.

The cost for each lanyard is around five dollars. The plastic sleeve is worth about fifty cents and the printing is a few cents extra. A modest investment considering what the students and the school get in return. We are not talking about privileged students here - far from it.

For that price, I get enthusiasm and dedication. For that price, students get opportunity and a shot at showcasing their skills. For that price, the school gets expertise, hosted lunchtime activities and teachers get access to student experts who can help get their learning programs running smoothly. For that price, students get a chance to feel special, to feel pride in helping others, in having fun and getting to learn something new. For that price, I get to build new relationships, I get to re-engage some challenging kids and I get to push this whole idea along to become something that is a positive, embedded part of the school.

Worth every cent, I say.

For someone who likes technology, particularly for learning, I have never been that interested in the field of robotics. For all of this recent focus on coding and programming in education, I haven't really got swept up in becoming personally skilled or knowledgeable in the area. I recognise its importance but have to admit to putting things like Lego MindStorms in the "too hard" basket. My interest has always been in the internet and like many self taught learners, it's easy to play to my own strengths and steer away from might be a steep learning curve out of my comfort zone.

The recent release of the Australian Curriculum for Technologies (pending final endorsement) has renewed the focus on specific ICT and digital technology skills. The Technologies curriculum is now split into two specific subjects - Digital Technologies and Design & Technology. The latter of these contains much of the SACSA Design & Technology curriculum and its focus on Design/ Make/ Appraise so in general, most of my primary school colleagues feel comfortable with the expectations of that subject. The Digital Technologies curriculum is a more specific focus on skills and knowledge that our previous state curriculum spent time integrating throughout the curriculum. So it feels a little bit like subject matter that is making a comeback even though we know that digital technologies work at a more sophisticated and lower cost point in our daily lives than even ten years ago.

https://www.flickr.com/photos/ocg_bilder/8571558534/

We held one of our student free days as an Australian Curriculum focus, and had two DECD consultants spend half of the day focussing on the Digital Technologies curriculum. 2015 is a familiarisation year and we looked at several of the key concepts like computational thinking and programming. We looked at and used BeeBots and one of our talented upper primary teachers showed how her work with Lego MindStorm robotics was giving students opportunity to program. This teacher has been totally self taught after recognising the need within the upper primary students and led the way in overhauling our resources for Lego Robotics. She has spread her expertise across the whole five class unit, and even fostered interest through a lunchtime club. So, again, I know her work in this area is good but I have never dabbled using these tools myself. The BeeBots are great - simple in terms of setting out a sequence of commands and very accessible for early years students. After the day, I had a lot of teachers requesting that our meager supply of these robots be replenished. I've ordered them and they are on their way.

So, Beebots filled that need for the programming part of our new curriculum nicely for our Early Years students, and MindStorms is targetted at the Upper Primary area so I asked the consultants what would be best for the Middle Primary Students (Year 2, 3, 4) and their suggestion was the Probot. I then remembered that there were four of these sitting in a tub in my office! These were from one of the closing schools (my school was formed in 2011 from 3 smaller sites) and hadn't been touched in four years. To my mind, they weren't that much more sophisticated than the BeeBots, and when I went to purchase some, the price for each was over $160. That was $100 more than a BeeBot - withe major differences being that it was larger (not really a plus) and had an input screen so that instead of pushing > four times, I could key in 4> for the same result. Not exactly a quantum leap forward in extending programming skills, and potentially could have students complaining that Probots were boring and they were doing the same stuff as they would have with the BeeBot.

So sitting at my desk, I was hesitant to buy the fleet of Probots for the school because of these concerns. So, I turned to my trusty ally, the internet, as I was sure that there must be a better alternative to the Probot. Something to bridge the gap between BeeBot and Lego Robotics - but unique and engaging in its own way. I remembered that I had something that might be useful in my neglected delicious account - and found Romo. This is a neat idea where you plug an iPhone into a robotic base and interact with it. This was promising but not quite what I was after. The school isn't flush with iPad Touches and iPhones so I went looking anew.

https://www.flickr.com/photos/karasutech/14150146105/

Then I found what I was after - Sphero. Basically a ball shaped robot, controlled via apps on a tablet or device. The site was informative and I liked the fact that it linked into its own Education section. One of the Apps where I could imagine potential was MacroLab where users can create macros; basically long lines of commands in order to get Sphero to perform a particular action or routine. I could see the programming aspect coming into focus - but unlike MindStorms where the robots being built are very sophisticated, the ball robot was conceptually very simple. I watched some videos, and went to see Marg, my line manager, who has a deep background in digital learning to see whether her impressions matched mine.

My original thought was to buy one and play with it myself to work out the potential. Marg was more confident. "Buy a class set if you think that they are what you want," was her reassuring reply.

So I did.

I ordered them from the Sphero US store, and they arrived in under a week. (I am still waiting on the BeeBots, ordered from an Australian company!) I paid the GST import duty and bought power adaptors as they shipped with the US version. I bought covers for the Spheros and several Terrain packs which have click and hold pieces to create obstacles and barriers to manouevre the Sphero through. I also purchased an original Sphero on eBay (I ordered Sphero 2's for the school) for $46 as an investment in my own professional learning.

So, they are pretty cool and I think that they will serve the purpose I envisage. I had a search through my blogging connections to see if I could find anyone I knew using them for learning - my only link was to Wes Fryer's STEM resources as part of his after school Maker's club. He had four of the beasts and was feeling well resourced - but I had ordered fifteen!

How does Sphero work? Basically, the ball needs to be charged prior to use on its own induction stand. Three hours charging gives the user an hour's worth of constant use. I've downloaded about nine apps to try but the first one I have had students start on is Drive, a simple app that gets them to use the tablet as a remote control for the Sphero. They can control direction, speed and colour within that app. The standard Sphero app is wrapped up in a gaming interface where points accumulate for Missions and can be exchanged at the Core Exchange for pre-programmed Macros or tricks. This app is the one that gets users thinking beyond just getting it to move around and crash into things. An example is the Frog macro where Sphero turns green and jerks forward with a timed croak from the app. There are many others but these "tricks" then can lead to using MacroLab, where users can then create their own - the actual programming!

I'm only in the beginning stages of this all. I have been using my Digital Leaders at school to become the student experts using Spheros, and I have had to think through many logistical issues when using then ranging from charging to security, from sourcing enough iPads to dealing with multiple Spheros trying to connect to their iPad via Bluetooth all at the same time. These devices could suck up a lot of my time if I allow it, but I also still have to introduce them to staff, provide support in their use in classrooms and in planning for the coverage of the Digital Technologies curriculum. But this is still the first robot that I have got seriously excited about. We'll see how it progresses.