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By William Van Zyl (March 5, 2022)
Table of Contents
Referencing this article:
Van Zyl, W. N. (2022). Introducing the Arduino Uno – a pioneering digital framework – to prepare students for 21st-century problem-solving. Five Journal Entries – A critical reflection. Five House Publishing. https://fivehousepublishing.com/2022/03/25/introducing-the-arduino-uno-a-pioneering-digital-framework-to-prepare-students-for-21-st-century-problem-solving-five-journal-entries-a-critical-reflection-%ef%bf%bc/
Abstract:
After reflecting on my own practice as a secondary school teacher in NZ, I have implemented the Arduino Uno. I have identified 21-st century skills required by employers (World Economic Forum, 2015): Solving real-life problems, collaboration, critical thinking, creativity, and communication. See the diagram below.
With this new knowledge, I have been critical of the curriculum I deliver in my classes. Consequently, I have researched and have designed an intervention for my classes. I share the journey in five separate journal entries in this article. APA referenced.
Keywords and Key Phrases:
Solving real-life problems, collaboration, communication, creativity, Kaupapa Māori principles, Arduino Uno, microprocessor, electronics, digital technology, building circuits, C++ code & leadership.
Journal Entry 1: A critical evaluation of the successes and challenges I have encountered while implementing the Arduino.
“You need to figure out what kind of problem you are trying to solve before identifying a solution (The Creativity Post, 2017, n.p.).”
10 Ideas I have used to make my classroom more innovative (Schulman, 2018) – including additional ideas. A self-reflection.
1. Mindset: I have allowed the prompts to question my own practice. Consequently, I have made many changes. I have used Wagner’s Five Essentials or Education for Innovation (Wagner, 2012). They are:
- Collaboration Versus Individual Achievement: Groupwork at the layout of the pods in class enhanced the cooperation.
- Multidisciplinary Learning Versus Specialization: Students were challenged to search for solutions. In the process, they had to explore other subject areas (Science, Accounting, Business, Maths, and more)
- Trial and Error Versus Risk Avoidance: Students examined and tested the sensors to find solutions to their problems.
- Creating Versus Consuming: Sessions in class were directed towards creating solutions – a complete change to how we do things in class.
- Intrinsic Versus Extrinsic Motivation: Students developed a hunch and endeavoured to solve their hypotheses.
2. Self-Reflection: I was prompted to be more critical and self-reflective by writing blog posts and producing podcasts on how to use sensors with the Arduino. Listening to the podcast provided me with the opportunity to give more depth to my innovation. My goal was to allow students to be more creative – and freer – to explore and collaborate.
3. Ask Open-Ended Questions: Solving real-life problems requires developing good questions. The use of open-ended questions provides prompts.
4. Create Flexible Learning Environments: For example, purchasing Arduino sets – allowing students to work together in small groups – improved collaboration – not a cookie-cutter approach. The environment was also conducive to Māori kaupapa principles and has improved learning for Māori students in class. Challenge to me: How would I structure and scaffold the learning for the senior students to quickly learn the basics of Arduino and how to use the Arduino to address sustainability issues (SDGs)?
5. Personality Matters: ‘Create A Place for All Learners.’ For example, two 16-year-old students wanted to pull things apart and see what was inside. I have collected unused computers and other electronic devices for them to explore.
6. Use Problem-Finding: Students were given the freedom to use the Arduino to explore problems they are interested in solving (A combination of individualism and collaboration).
7. Let Students Take Risks and Fail: Give students the freedom to explore ambitious projects. Through trial and error, they learn by making mistakes. After all, a great way to learn is by making mistakes. Students are encouraged to think big.
8. Consider A Flipped Classroom Model: I have used Google Classroom extensively (considering the Covid interruptions). All lessons and assessments are posted in advance to allow students to prepare for classes (Campillo-Ferrer & Miralles-Martínez, 2021).
9. Invite Entrepreneurs and Innovators into The Classroom: I have focused on entrepreneurship and business opportunities to develop student solutions (Arduinos). For example, I have a year 13 student that loves electronics and computers. He has developed products that he is busy marketing and selling. He has shared his experiences in creating Apps and products to sell to businesses with students.
10. Use The Design-Thinking Process (Arduino Uno – changed it to solving problems): I included a design brief for students. The intention was to get students to find relevant problems which they find interesting. The goal was to learn how to solve real-life problems. For example, solar power and smart-home technology (apps, sensors, and timers) can manage a sustainable house’s lights (LEDs).
Additionally, I have included:
11. Action Research (Mutch, 2015): My research has prompted me to think about my own practice. I have made the changes: Allowing students to work together – Māori principle of shared responsibility and whanau (Spiller et al., 2020; White & Kaiwai, 2019).
12. Computer programming and microprocessors: I have used the Waitomo Caves experience – and my new knowledge from the DCL course, including the Arduino Uno and sensors – to forge a new path for students to understand sensors and electronic design. I have also introduced microprocessor programming and breadboard circuits – using C++ computer language – to inspire students to explore and implement digital technology to solve problems. Students had to identify a real-life situation and design a solution (The Creativity Post, 2017). For example, automating lighting switches in homes saves energy (movement sensors to switch lights on and off). I have used the DCL resource on design: How to fly the design kite. Empathise, Define, Ideate, Prototype, Test, Reflect and Iterate (MindLab, 2022).
13. Entrepreneurship and business models: I have introduced an entrepreneurial approach in brief development and design (Schulman, 2018). Made students aware of business opportunities, patents, marketing, and making profits. I have a year 13 student (Level 3) who is currently developing an electronics project which he plans to sell. Challenge: Building students’ confidence to share and collaborate in class and online. Challenge: In the collaborative environment, improving students’ design ideas, prototypes, final designs and establishing a deeper understanding of digital design, digital systems, and business opportunities are pretty challenging.
14. Kaupapa Māori: I have developed my class collaboration techniques, including kaupapa Māori principles (Spiller et al., 2020; White & Kaiwai, 2019). Challenge: It took a while to get my head around the practical aspects of embedding kaupapa Māori into my lessons. See my more elaborate comments on these challenges in the kaupapa Māori section. Furthermore, I had to Include Māori words to frame and describe pedagogical content knowledge (Electronics terminology). Building a framework of keywords for Māori students took time and is ongoing.
15. Action Research: I have identified areas that I could improve on in my teaching practice. All are included in this section. I have experimented with effective group work practices (Shulman, 2018; Mutch, 2005) in my Electronics classes.
16. Leadership: I have critically evaluated my leadership skills to introduce change and manage change in my classroom. Implementing shepherd and lean leadership (Averin, 2020; Jenkins, 2017). For example, students create with the Arduino versus only consuming (Wagner, 2012).
18. Collaborating outside my school: I have shared my innovation with the DCL enrolled teachers and practised collaboration online – developing my leadership outside of my own school (Wagner, 2012). For example: After consulting and collaborating with a co-student of DCL – a teacher friend, his challenge was to start Electronics at his secondary school this year as a new subject – we have shared and brainstormed about a possible way forward.
References:
Campillo-Ferrer, J.M.& Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanit Soc Sci Commun 8, 176 (2021). https://doi.org/10.1057/s41599-021-00860-4
Heinrich, S. & Kupers, R. (2019). “Complexity as a Big Idea for Secondary Education: Evaluating a Complex Systems Curriculum,” Systems Research and Behavioral Science, Wiley Blackwell, vol. 36(1), pages 100-110, February.
Kupers, R. (2018, February 9). Blog: A high school complexity curriculum by Roland Kupers. https://perspectivity.org/blog-a-high-school-complexity-curriculum-by-roland-kupers/
Mutch, C. (2005). Doing Educational Research: A Practitioner’s Guide to Getting Started. Wellington: NZCER Press.
Quote investigator. (2014). I Would Spend 55 Minutes Defining the Problem, and then Five Minutes Solving It. Rhttps://quoteinvestigator.com/2014/05/22/solve/#note-8929-2
Shulman, R. (2018, November 19). 10 Ways Educators Can Make Classrooms More Innovative. Forbes. https://www.forbes.com/sites/robynshulman/2018/11/19/10-ways-educators-can-makeclassrooms-more-innovative
The Creativity Post. (2017, September 07). Innovation As Problem-solving. Interview with Greg Satell, the author of Mapping Innovation: A playbook for Navigating a Disruptive Age.
The MindLab, 2021 – How to Fly the Design Thinking Kite. Retrieved from MindLab’s resources and DCL course (2021 – 2022).
Wagner, T. (2012). Calling All Innovators. Educational Leadership, 69(7), 66–69. E
Journal Entry 2: A critical reflection on my leadership in a digital-collaborative-innovative context.
- I initially worked collaboratively in a group of 4 teachers – in secondary school in Waikato, NZ. We took turns leading, brainstorming, and initiating ideas and concepts. I took the lead on many occasions – quick sketches and drawing diagrams are my strengths. The sketching enhanced the collaboration sessions. Spatial Ability (and Online 3D Spaces) enhances collaboration.
“Spatial ability not only plays a unique role in assimilating and utilising preexisting knowledge but also plays a unique role in developing new knowledge.” (Kell et al., 2013, p. 1831).
- Leadership styles: I have taken the lead in our group of four teachers. I have a natural Shepherd Style leadership. It means to guide and nourish when the opportunity arises.
“The servant-leader is servant first… It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead.” (Greenleaf, 1970, n.p.).
- As a servant leader, I have regularly contacted the three teachers in my group. I have used my mobile phone, email, and catch-ups during school. I have nurtured and endeavoured to pave the path, fuelling the common goal of completing our assignments. I was in the background – leading from behind (Greenleaf, 1970; Hermann, 2016).
Effectiveness of shepherd leadership in multi-cultural environments by emphasising clear communication, prioritising relationships over tasks, and exemplifying a leader’s sacrificial behaviour toward the followers. (Averin, 2020, n.p.).
- Managing chaos: Some days, we had to dig deep in our collaboration sessions with a lack of time and teacher overload. We had many face-to-face interactions. The methods and techniques we have learned were invaluable (e.g. brainstorming). We used Kanban boards, Gemba, Google Docs, Lean Thinking, and more.
Brainstorming diagram size A3 (November 19, 2021). Collaboration: Group of 4 teachers from the same school.
- New school and new subject (2022): After consulting the previous Electronics teacher and investigating his planning and curriculum design of the last year, I implemented my leadership in the Electronics classroom by making some changes to the curriculum. I moved away from the older Picaxe (microprocessor) to introduce the Arduino Uno and asked students to learn code (C++). The Arduino sets that I have purchased have hundreds of parts in them. It allows students to learn at their own pace – solving problems. I became a facilitator.
Thus, design thinking is best understood as an iterative approach to problem-solving, rather than as a sequence of steps — hence the use of the term mode as opposed to step.” (Luchs, 2015, p.8-9)
- I collaborated with a science teacher at a Waikato School in Hamilton, NZ. He was asked to create an Electronics course for NCEA Levels 1 & 2 in 2022. We shared all our resources via Google drive. We discussed our leadership as pioneers – making quick decisions and creating a new curriculum pathway to solve problems. We had to be lean and agile thinkers (Jenkins, 2017). Jenkins (2017) communicates that there are 3 essential behaviour shifts required for necessary lean leadership:
- We have to come up with the correct answer by asking the right questions.
- We have to ignore trying to make quick fixes. We have to dig deep to uncover root causes. In this instance, we prompted students to find problems they could solve and link them to the 17 SDG goals.
- We have set general goals for students to follow – sustainability as the focus. We connected the SDGs with Electronics and design (Luchs, 2015). Consequently, we adapted the individual goals of the individual students to address real-world needs and opportunities.
- An agile [and lean] leader accepts that change is inevitable. It is required that leaders think creatively – out-of-the-box exploration – envisioning a successful outcome. They are also able to articulate that vision and the process. And consequently, they have to achieve it. Change can happen at any time. (Wilson, 2013; Beck and Andres, 2004; Parsons & MacCallum, 2019).
- Considering the Māori Kaupapa perspective, the challenge for the shepherd leader is to be selfless. For Māori, it is about serving the whanau (the group), placing others first. Inclusivity of all cultures represented is paramount (Averin, 2020). My challenge is to continuously be inclusive in my leadership in class and school. Using Māori words and practising The Core Principles – Whānau, Whakapapa, and Rangatiratanga (White & Kaiwai, 2019; Spiller et al., 2020; Bean, 2018).
References:
Averin, A., (2020). Shepherding the Flock: Shepherd Leadership in Multi-Cultural Environment. Regent University, Virginia Beach, USA.
Bean, D. (2018). Manurau: A conceptual framework of Māori leadership practice in the New Zealand public sector. Doctoral Thesis, Victoria University of Wellington. Retrieved from https://researcharchive.vuw.ac.nz/xmlui/bitstream/handle/10063/7861/thesis_access.pdf?sequence =1
Beck, K. and Andres, C. (2004). Extreme Programming Explained: Embrace Change. Addison-Wesley Professional, Boston.
Greenleaf, R. K. (1970). The Servant as Leader. The Robert K. Greenleaf Centre, Indianapolis, IN.
Herrmann, D. (2016). Agile Leadership. Leadership Excellence, 33(6), 25.
Jenkins, A. (2017, July 31). Advancing lean leadership. McKinsey. https://www.mckinsey.com/business-functions/operations/our-insights/advancing-lean-leadership#
Kell HJ, Lubinski D, Benbow CP, Steiger JH. (2013). Creativity and Technical Innovation: Spatial Ability’s Unique Role. Psychological Science. 2013;24(9):1831-1836. doi:10.1177/0956797613478615
Luchs, M. G. (2015). A brief introduction to design thinking. In Design thinking: New product development essentials from the PDMA, 1-12. https://www.researchgate.net/profile/Michael-Luchs/publication/315766681_A_Brief_Introduction_ to_Design_Thinking/links/5f450beba6fdcccc43fe086f/A-Brief-Introduction-to-Design-Thinking.pdf
Parsons, D. & MacCallum, K. (2019). Agile Education, Lean Learning. In D. Parsons & K. MacCallum (Eds.), Agile and Lean Concepts for Teaching and Learning: Bringing Methodologies from Industry to the Classroom. Singapore: Springer.
Spiller, C., Wolfgramm, R. M., Henry, E., & Pouwhare, R. (2020). Paradigm warriors: Advancing a radical ecosystems view of collective leadership from an indigenous Māori perspective. Human Relations, 73(4), 516–543. https://doi.org/10.1177/0018726719893753
White, H., & Kaiwai, H. (2019). Kaupapa Māori evaluation: From theory to practice to innovation – a practitioner’s view. Waipareira Social Innovation Journal: Forged from the Past, Wired for the Future. 22-25. https://www.waipareira.com/wp-content/uploads/2019/03/Journal-RESEARCH-Article-4.pdf
Wilson, J. T. (2013). The Workers’ Leadership Role in a Lean Transformation. Franklin Pierce University. ProQuest Dissertations Publishing, 2013. 3604804.
Entry 3: A Critical reflection on what kaupapa Māori principles – and informed opportunities for digital and collaborative innovation – I have identified. My future focus.
Healthy relationships in the Electronics classroom and relationships within the Technology Dept. and the school are paramount as a springboard for leading change.
… A leader who cultivates relationships will create a greater degree of trust, cooperation and commitment in an environment that has a healthy vibe.” (Spiller et al., 2015, p. 96).
It is essential to understand the whanau (family) principle of relationships in the Māori Culture. However, before we address the Whānau, Whakapapa, and Rangatiratanga concepts, let’s look at the Mauri philosophy for Māori.
What is Mauri?
Mauri is the ‘life spark or essence’ inherent in all living things.
Māori believes ‘life’ has been passed down from ancestors through whakapapa (lineage). This indigenous perspective differs dramatically from the ‘Western Way-of-Thinking’ – Māori has a more organic philosophical premise – a continuous flow. The Western Perspective – viewing and analysing the ‘different compartments of life’ – is radically different from Mauri’s. Furthermore, Māori has a less fragmented view of reality.
Leadership and Mauri “…leaders are encouraged to support and strengthen the life force of the people in their organisations… Leaders can keep the organisation’s mauri flowing by constantly nurturing awareness of it. …” (Spiller, et al., 2020, p. 96).
Kaupapa Māori: The Core Principles – Whānau, Whakapapa, and Rangatiratanga.
White and Kaiwai (2019) discuss how they have focused on three kaupapa Māori principles in evaluating their own research projects: Kaupapa Māori theory is underpinned by core principles. These Māori principles, which I will focus on in future, are listed below. I include these Kaupapa Māori Evaluation Principles, and I have a short reflection of my teaching practice and future actions:
● Whānau: It is about building solid relationships. We have to take time – in class– for whakawhanaungatanga (knowing one another and consequently building healthy relationships). Challenges to me: The establishing of groups within the Electronics class – to not only improve collaboration – but to improve relationships. This means I have to extend the connection to the family at home, For example, the family’s participation in a digital, collaborative context. Using Google Classroom to include the family members is one option.
● Whakapapa: Allows for the expression, positioning, and contextualising of individual and group relationships (e.g. Iwi and Marae) between people, local communities, the participants, the landscape, and ultimately the universe (world view). Challenges to me: Building a solid and extensive Māori vocabulary for Electronics is crucial. For example, including translation of digital terminology into Māori (online dictionary). Creating and displaying posters in class that reflect a Māori identity. This inclusive approach should also be extended to other ethnic and cultural groups in class.
● Rangatiratanga: Autonomous Leadership. It relates to autonomy, sovereignty, and mana motuhake. Rangatiratanga is layered and embedded into the evaluation process. For example, research as Māori for Māori – allowing Māori to choose and shape their own future and strategies. Challenges to me: To include options for Māori students to select relevant problems to solve with the Arduinos and digital technology in class. Also, to allow students to work together in groups which they feel part off. For example, establishing seating plans to enhance and improve collaboration.
Collective Leadership.
Contrasting the ‘Industrial philosophy’ or world view of Pakeha (European) – individualism and achievement – with the Māori view of collective leadership provides a robust contrasting worldview dichotomy. Challenge to me: I have to invest in understanding this ‘collective worldview’ and adapt to lead change in my own classroom and school. I have to build on the foundations of the Māori predecessors.
‘Unlike the ‘new broom sweeps clean’ approach where incoming leaders tend to discard the work of predecessors, true collective leadership is an integrated ecosystem sustained from one generation of leadership to the next.’ (Spiller et al., 2020, p.1).
Servant leadership and Māori leadership – a comparison.
“Ruwhiu and Elkin (2016) communicate elements of servant leadership with indigenous Māori leadership and philosophy. They endeavour to link ethical and collective morality with human relationships. Comparing servant leadership to Māori leadership principles provides a distinct perspective that servant leadership and Māori values are consistent. This notion supports the view of public service as serving the people and making a difference in the community (Bean, 2018). Challenge to me: Modelling the way – as a servant leader in class – and developing servant leadership skills of students.
References:
Bean, D. (2018). Manurau: A conceptual framework of Māori leadership practice in the New Zealand public sector. Doctoral Thesis, Victoria University of Wellington. Retrieved from https://researcharchive.vuw.ac.nz/xmlui/bitstream/handle/10063/7861/thesis_access.pdf?sequence =1
Ruwhiu D, Elkin G. (2016). Converging pathways of contemporary leadership: In the footsteps of Māori and servant leadership. Leadership. 2016;12(3):308-323. doi:10.1177/1742715015626326
Spiller, C., Barclay-Kerr, H., & Panoho, J. (2015). Wayfinding leadership: Ground-breaking wisdom for developing leaders. Huia Publishers.
Spiller, C., Wolfgramm, R. M., Henry, E., & Pouwhare, R. (2020). Paradigm warriors: Advancing a radical ecosystems view of collective leadership from an indigenous Māori perspective. Human Relations, 73(4), 516–543. https://doi.org/10.1177/0018726719893753
White, H., & Kaiwai, H. (2019). Kaupapa Māori evaluation: From theory to practice to innovation – a practitioner’s view. Waipareira Social Innovation Journal: Forged from the Past, Wired for the Future. 22-25. https://www.waipareira.com/wp-content/uploads/2019/03/Journal-RESEARCH-Article-4.pdf
Entry 4: A critical reflection on my future leadership. Taking into account making changes in my digital and collaborative learning environment as a teacher.
Leading future change in my classroom and the Technology Department — the comment by Mark Osborne (2014) resonates with me.
‘ [Identifying some challenges in teaching and leading change] …underachievement, mobile devices, the implementation of modern learning environments, developing inquiry or project-based learning, or even how to deliver an increased level of personalisation and student agency in learning (Osborne, 2014, p.1).’
Disposing of the ‘Industrial Cookie-Cutter Model’: Leading change.
After reflection on my own practice, I have discovered that to lead change and forge a 21-century teaching and learning paradigm, I had to change the way I do things in my classroom; the DCL (MindLab) course had been instrumental.
I have identified the following areas and aspects that are conducive to leading change (Osborne, 2014):
- Mobile phones: A greater integration of mobile phones. With a caveat here – managing distractions is critical. For example, students in the Electronics class use an app to control the Arduino and its circuits. It enables them to solve real-life problems. I have a ‘contractual agreement’ with them. Work then play. We work, and in the last 10 minutes, they get a reward – free time on their devices.
- Flexible learning environments: See the layout of my room below. The 5 x hexagonal pods with 6 students seated around them are conducive for discussions and in-depth collaboration. For example, students can share their ideas (Arduino circuits and other computational design work) easily because the layout of the tables is an enabler. Power is available at the pods, and students can charge their devices at the pods and plug the Arduinos into their laptops (5 Volt).
- Inquiry-based learning: I have changed my style of teaching. Students take the lead. The student’s role in the learning process takes centre stage. Rather than the teacher telling students what they need to know, students are encouraged to explore the material, ask questions, and share ideas.
- Project-based learning: I use electronic kit sets. I also leave boxes of stuff out on the main table. Students are allowed to tinker.
- Personalisation and student agency (Osborne, 2014): More time is needed for teachers – who are time poor – to design and develop individual study plans for students. In my experience, I have seen how engagement increases when students learn about what they are interested in and passionate about. Allowing students to choose and develop a critical perspective (student agency) facilitates individual learning. From a Māori perspective, building those whanau relationships is paramount for more vital teacher-student interaction.
- Leading innovation: I have learned that to lead change in my own classroom and consequently influence other teachers, I have to model the way and share good innovative practices. For example, the freedom students have to explore real-life problems using the Arduino sets.
- Cultivating a spirit of Entrepreneurship (Osborne, 2014): Inviting experts into the classroom is an excellent strategy to get students’ attention. Expressly to point out the opportunities in a real-world context. I have also learned that students notice if I include a section in my lessons showing the business opportunities for specific electronic and digital designs. Some would search for the salaries of different careers. I have a senior student in class developing apps and electronic solutions he plans to sell. He has been to several service stations in the area to promote his product (monitoring movement in and around the service station – collecting data). He regularly shares his business journey from time to time in class. This elicits excellent discussions in a career, business, and entrepreneurial context.
Systems thinking
Over the past year, I have learned that leading change requires understanding systems (Heinrich & Kupers, 2019). Systems can be very complex and challenging. Sometimes we have to manage the chaos. The constant research and reflection on the systems are critical for making good decisions in Education. For example, I had to investigate and understand pocket computers and microprocessors to lead my students to the best technology to use in class to solve problems.
Kaupapa Māori and leading change with the Arduino.
As teachers, we must critically reflect on our own worldviews and assumptions. To be inclusive, the Māori worldview – and other cultures represented in the classroom has to be communicated. When critically discussing systems, we must keep in mind that Māori considers everything living and non-living to be interconnected (Rameka, 2018). For example, the Arduino – a non-living entity – relates to living things (SDGs).
What is clear is that belonging for Māori in contemporary urban contexts is often linked to sites of cultural reproduction that allow Māori to connect with and experience Māori environments. For example, sharing and working together on projects.
“The sensitivity to interconnectedness leads to more thoughtfulness about the impact of personal and collective actions on others and on environments – local and more distant – and ultimately on the planet as a whole. It is underpinned by an ever-growing knowledge about how things work in the world.” (Hipkins et al. 2014, p.136, emphasis in the original).
Within these settings, there are definers of Māoriness that can shape, order and constrain an individual’s ability to belong as Māori (Rameka, 2018). Establishing modern Māoridom in class: As a teacher, I have to provide visuals in my room – for example, modern contemporary Māori art, architecture, Māori words, and terminology words to create learning spaces for Māori to thrive in.
Spatial ability, creativity, technical innovation – leading change.
Referring to Spatial Ability in Online 3D Spaces, I have learned that “Spatial ability not only plays a unique role in assimilating and utilising preexisting knowledge but also plays a unique role in developing new knowledge.” (Kell et al., 2013, p. 1831)
References:
Heinrich, S., & Kupers, R., 2019. “Complexity as a Big Idea for Secondary Education: Evaluating a Complex Systems Curriculum,” Systems Research and Behavioral Science, Wiley Blackwell, vol. 36(1), pages 100-110, February.
Hipkins, R., Bolstad, R., Boyd, S., & McDowall, S. (2014). Key competencies for the future. Wellington: NZCER Press.
Kell, Harrison & Lubinski, David & Benbow, Camilla & Steiger, James. (2013). Creativity and Technical Innovation Spatial Ability’s Unique Role. Psychological science. 24. 10.1177/0956797613478615.
MacFarlane, M. (2016, October 27). The Fifth Discipline in Three Minutes [Video]. YouTube. https://www.youtube.com/watch?v=MQMRMAmT2gg
Osborne, M. (2014). Inviting innovation: Leading meaningful change in schools.
https://www.nzcer.org.nz/system/files/journals/set/downloads/set2014_2_003.pdf
Ramage, Magnus and Shipp, Karen (2009). Systems Thinkers. London: Open University/Springer-Verlag. http://oro.open.ac.uk/16948/2/Chapter_29.pdf
Rameka L. (2018). A Māori perspective of being and belonging. Contemporary Issues in Early Childhood. 2018;19(4):367-378. doi:10.1177/1463949118808099
Journal Entry 5: Systems thinking, making things, 3-D software, competition, and well-being leadership.
Systems Thinking can be described as a way of making sense of the world’s complexity. By viewing it in terms of wholes and relationships rather than separating and splitting it into its parts, components, and concepts. Not looking at each individual part in isolation.
“..we must invent and develop institutions which are ‘learning systems,’ that is to say, systems capable of bringing about their own continuing transformation” (Schön, 1971, p. 30).
Critical Competencies for The Future – Our aspiration is for you people who can look beyond immediate causes to consider the joined-up nature of things and events in the world.
Making things: 3-D software
Making is Literacy “Making is literacy – a way of reading the world as a collection of resources and materials to be composed, repurposed and rearranged. Making is “what if?” and “why not?” – of taking responsibility for challenges and obstacles faced by oneself and one’s community and enacting solutions” (Holbert, 2016, p.2)
Are You a Maker? Kalil (2013) defines makers as “people who design and make things on their own time because they find it intrinsically rewarding to make, tinker, problem-solve, discover, and share what they have learned” (Kalil, 2013, p. 12).
Maker Movement Elements “Three elements of making and the Maker Movement that is critical for understanding its promise for education: 1) digital tools, including rapid prototyping tools and low-cost microcontroller platforms, that characterise many making projects, 2) community infrastructure, including online resources and in-person spaces and events, and 3) the maker mindset, values, beliefs, and dispositions that are commonplace within the community.” (p. 31) …” the full potential of making for Education can only be realised when all three critical elements are in focus.” (Martin, 2015, p.31).
“We found two basic components of the competency that are accepted by the scientific community: Spatial vision: the ability to manipulate an object in an imaginary 3D space to create representations of the object from different points of view. Spatial orientation: this refers to the capacity to navigate our surrounding environment and predict the movement and position of objects.” (Torner, et al., p. 37)
Making Encourages Learning Dispositions “…by nurturing curiosity, exploration, and collaboration that comes with experimenting”… “The hands-on experience of tinkering, failing, and rapidly iterating allows learners to focus on the physical outcome or product created, but rather on the actual creation process. The process is where meaningful learning occurs.” (Deloitte, 2013, p.19)
Collaborative Learning: The benefits of competition and individualism, resulting in wellbeing.
“CL compared with competitive and individualistic efforts has numerous benefits and typically results in higher achievement and greater productivity; more caring, supportive, and committed relationships; and greater psychological health, social competence, and self-esteem.” (Laal & Ghodsi, 2012).
Towards Collective Wellbeing: A Climate of ‘Connectedness.’
“Various socio-ecological factors have been found to shape student wellbeing, including the school environment, classroom climate, teacher wellbeing, teacher-student relationships, the emotional environment that occurs amongst peers and a climate of connectedness. These factors illustrate that wellbeing is influenced by various factors outside the student. Further, current positive education interventions are based on a psychological perspective, focusing on what students can do individually (e.g. keeping a gratitude journal), rather than including sociological aspects that might build the collective wellbeing of the group (e.g. creating class identity through a whole-class appreciative inquiry activity). Various studies demonstrate that wellbeing occurs as a group phenomenon.” (Allison, et al., p. 396)
NZ School Leadership and Wellbeing: Leadership actions that teachers have identified as enhancing their wellbeing:
● Feeling valued ● Meaningful professional development, ● Agency in decision making The essential skills leaders demonstrated that influenced teacher wellbeing were: ● Relationship building ● Contextual competence ● Social and emotional competence (Cann, et al., 2020).
References:
Allison, L., Waters, L., & Kern, M. L. (2021). Flourishing classrooms: Applying a systems-informed approach to positive Education. Contemporary School Psychology, 25(4), 395-405.
Cann, R., Riedel-Prabhakar, R., & Powell, D. (2020). A Model of Positive School Leadership to Improve Teacher Wellbeing. International Journal of Applied Positive Psychology, 6, 195–218. https://link.springer.com/content/pdf/10.1007/s41042-020-00045-5.pdf
Creativity and technical innovation: Spatial ability’s unique role. Psychological science, 24(9), 1831-1836. https://my.vanderbilt.edu/smpy/files/2013/02/Kell-et-al.-2013b1.pdf
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Referencing this article:
Van Zyl, W. N. (2022). Introducing the Arduino Uno – a pioneering digital framework – to prepare students for 21-st century problem-solving. Five Journal Entries – A critical reflection. Five House Publishing. https://fivehousepublishing.com/2022/03/25/introducing-the-arduino-uno-a-pioneering-digital-framework-to-prepare-students-for-21-st-century-problem-solving-five-journal-entries-a-critical-reflection-%ef%bf%bc/
Cite:
Van Zyl (2022)
Copyright © 2022 by William Van Zyl
Introducing the Arduino Uno – a pioneering digital framework – to prepare students for 21-st century problem-solving. Five Journal Entries – A critical reflection.
All rights reserved. This book or any portion
thereof may not be reproduced or used in any manner
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Published by Five House Publishing (New Zealand)
First Publishing, 2022
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