ISCI 761 Post 3: Learning with Dash and Dot Robots
The Dash and Dot Robots
The Dash and Dot Robots are a set of two robots designed for children and teens to use to learn to code but there are many more learning opportunities through a variety of apps (Kyritisis, n.d.). There are a variety of apps that can be used by teachers and students with these robots. Dash is more advanced and has more functions than Dot (Robots, n.d.). The Dash robot features user programmable LED’s and buttons, IR receivers and transmitters, potentiometers and dual motors, three proximity sensors, real-time bluetooth, three microphones and speakers, three processors and sensor fusion, and two powered wheels (Wonder Workshop, n.d.).
The Technology Integration Matrix
The Technology Integration Matrix has five characteristics that all work together. They are active, collaborative, constructive, authentic, and goal-directed. Within each of these there are five steps that explain how to apply technology to lessons and learning thought a specific characteristic. Three of the characteristics, active, collaborative, and authentic stuck out to me the most in relation to the Dash and Dot robots.
Active is described as students who are “engaged in using technology as a tool rather than passively receiving information from the technology” (Florida Center for Instructional Technology, 2019). With the Dash and Dot robots, no matter what the activity or lesson is, students are actively participating in their learning.
Collaborative is when students “use technology tools to collaborate with others rather than working individually at all times” (Florida Center for Instructional Technology, 2019). With the robots there are many ways they can bve used for collaborations. Students can work in teams or groups to complete an assignment or task. Students can take turns using the robots if there are not enough for everyone to have their own, or students can brainstorm ideas together for open ended projects.
Lastly, Authentic is when students “use technology tools to link learning activities to the world beyond the instructional setting rather than working on decontextualized assignments” (Florida Center for Instructional Technology, 2019). Specifically, this can be seen in the apps that allow students to explore other habits and places around the world. One of these is the Wonder App, “The Wonder app provides students with a range of challenges that develop their ability to program Dash and Dot. Students can travel through a variety of leveled quests, including the African Grasslands, Arctic Wilderness and Outer Space” (Kyritsis, n.d.).
Teaching Resources:
The blog post Dash and Dot in the Classroom on Modern Teaching Aids contains a list of four apps with descriptions that can be used with Dash and Dot. The post also contains other lesson ideas that do not involve apps.
The Wonder Workshop also has a list of apps and links to various activities for the Dash robot. They list the many functions of the Dash robot and some ideas for how to incorporate it into a classroom setting with videos.
Works Cited:
Florida Center for Instructional Technology. (2019). The Technology Integration Matrix Table of Summary Descriptors. https://fcit.usf.edu/matrix/wp-content/uploads/2019/05/2019_TIM_Summary_Descriptors_Portrait_Color-US.pdf
Kyritsis, E. (n.d.). Dash and Dot in the Classroom. Modern Teaching Aids. https://blog.teaching.com.au/dash-and-dot-in-the-classroom/
Robots. (n.d.). Dash and Dot. https://robotsguide.com/robots/dashanddot
Wonder Workshop (n.d.). Dash. https://www.makewonder.com/en/dash/
Thanks for sharing these cool robots with us. I know that my students would love them. I like the resources that you shared that will support students in using them. I would not know what t do with them without the apps and other activities on the links. I like the areas that you focused on as being most relatable to this technology, active, collaboration, and authentic application. I look forward to looking more into how to integrate this tool into my classroom.
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