ET660

Steve
Bradbury Summer
2019
 Loyola
University
Steve Maryland
Bradbury ----
Summer
2019
Table of Contents

General Information

Innovation Reflection (2 slides)

Deeper Learning Reflection (4 slides)

Research (5 slides)

Project Goals (2 slides)

From “makey-makey-top-big-new,” by jayahimsa, 2012, May 1
(https://www.flickr.com/photos/49822796@N00/6996278408/).
References Used under Creative Commons Attribution-NonCommercial 2.0
Generic: https://creativecommons.org/licenses/by-nc/2.0/
General Information

CONTENT AREA

Computer Science/
Technology

GRADE LEVEL

6th Grade
From “Makey Makey,” by B. King, 2013, January 5
(https://www.flickr.com/photos/87164784@N00/8349776148/). IMPACT
Used under Creative Commons Attribution-NonCommercial 2.0
Generic: https://creativecommons.org/licenses/by-nc/2.0/
Approximately 90
Icons from https://icons8.com/ students
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Innovation Reflection
What is a Makey Makey?
● “Invention kit for the 21st century” (Makey Makey, 2018)
● Uses a circuit board with everyday objects “to interact with computers as creative tools”
(Makey Makey, 2018).

How would it be used in the Innovation Project?

● Integrated with computer science lessons
● Select student/teacher profile with needs/limitations
● Collaboratively design an application to be used by a student or staff member with special
needs, limitations, or expectations
EXAMPLES (Makey Makey, n.d.):
● Design a keyboard for a student who cannot manipulate a standard computer keyboard.
● Design an activity to be used in PE that combines computers and physical activity.
● Create, test, and iterate designs
● Present final design to a panel of educators
● Respond to feedback/questions from the panel Back to Table of Contents
Innovation Reflection
The Makey Connections Project is innovative because:

Student-
Power of centered tasks
Student-
learning Empower with
centered,
through play students technology
collaborative
and discovery (Wagner, 2012) integration
tasks
(Wagner, 2012) (Findikoglu &
Ilhan, 2016)

Teachers and
students learning
“from each other in
an environment Inter-
Project-based
that fosters risk disciplinary,
taking and learning
authentic tasks
collaboration.”
Makey Makey
(2018, p. 4)

The Makey Connection Project will empower students to make connections with each
other, their community, and within their own learning.
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Deeper Learning
Reflection
Deep Learning Competencies* Current Classroom Practice
Master core academic
content
Think critically and
solve complex
problems
Work Collaboratively
*(Deeper Learning Competencies, 2013)
Icons from https://icons8.com/
Current Classroom Analysis/Critique
● Students practicing coding each day
● Students practicing typing each day
● Students using academic talk
● Students debug and iterate code.
● Students troubleshoot problems
that arise with their computers.
● Students help each other solve
complex activities and tasks.
● Students in my class do not move from “novice to
expert” within computer science.
● Students are merely exposed to computer science and
coding.
● The coding students work on presents some critical
thinking and problem solving skills, but students are
not pushed to solve more complex problems.
● Students help each other when struggles arise, but
many times this takes the form of giving the answers.
● Students do not truly collaborate in which their work
together contributes to something greater.
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Deeper Learning
Reflection

Deep Learning Competencies* Current Classroom Practice Current Classroom Analysis/Critique

Communicate ● Students helping each other through ● Students struggle with content vocabulary.
verbal explanations. ● Students help each other with basic needs.
effectively
● Occasionally students teach parts ● Students struggle to explain content processes.
of the lessons.

Learn how to learn
Develop academic
mindsets
● Students learn that mistakes are
part of learning.
● Students taking some risks in
coding.
●
● Students start to develop
perseverance through coding tasks
● Students develop positive attitudes
after completing challenging tasks.
● Students get easily frustrated when mistakes are
made.
● Students are hesitant to work through problems using a
trial and error method.
● Students still see some of the coding activities as
games and not learning experiences.
● Students still ask, “Why do I need to know this?”

*(Deeper Learning Competencies, 2013)

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Deeper Learning
Reflection
HIGHER LEVEL THINKING
Higher level learning is a move from
the basic recall of information to
“tasks of greater cognitive complexity”
(McLeod & Shareski, 2018).
STUDENT AGENCY
Students agency moves the control of the
classroom environment from the teacher
towards the students (McLeod &
Shareski, 2018).
AUTHENTIC WORK
Authentic work is a move from isolated
tasks to “opportunities to engage with
and contribute to local, national, and
international interdisciplinary learning
communities” (McLeod & Shareski,
2018).
TECHNOLOGY INFUSION
Technology infusion is the move from
paper and pencil to an environment
“deeply and richly” driven by technology
(McLeod & Shareski, 2018).

Students have a lot of choice and Using Makey Makeys will bring the on-screen Makey Makeys are a piece of technology
Integrating the Makey Makeys into my coding to life for my students. Many look at a that will enhance work already done
opportunities to allow their interests and
coding units will require a lot of critical controller or keyboard and take for granted through different code applications on the
passions to take center stage throughout
thinking, creativity, and collaboration. The how it works. Makey Makeys will help open Chromebooks in my classroom. McLeod
the Makey Connection project. Because
Makey Makey will be the tool, but really it is the door for a lot of different possibilities to and Graber (2019) indicate the importance
this is an area of weakness in my current
the activity surrounding the tool that will explore - whether creating their own keyboard of technology being part of the means, and
classroom, I want to ensure that students
lead to the higher order thinking. Students with everyday objects, or creating their own not an end in which technology “draws the
are engaging their interests and have a
will be forced to devise a plan before running game that could be used focus away from important learning.” The
driving force behind the work they are
creating. As students code and attempt to cross-curricularly in PE class. McLeod and Makey Makeys become part of the process
completing. McLeod and Graber (2019)
utilize the Makey Makey to complete their Shareski (2018) say that authentic work that enhances the teaching and learning.
use words such as ownership, control,
challenge, students will have to increases motivation as students see the real Additionally, I hope to introduce other
“personalization, individualization, and
troubleshoot and persevere in order to connections between their learning and the technologies to my students with
differentiation” in regards to the students’
create a functional solution. In addition, world around them (p. 4). Their products programs like Scratch and other online
role in the learning process. Through the
McLeod and Shareski identify the fostering could impact real people and the students will tools that increase opportunities for
Makey Connections project, I aim to have
of citizenship skills (2018), which will be have a real audience to present to. The students to play and discover.
students experience each one from the
manifested as students design a product Makey Connection will help connect students
design to the final presentation.
that could be used by someone else. to lives outside the classroom. That is
authentic work.

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Deeper Learning
Reflection
Learning Goals Teacher selects what is being learned.

Learning Activity Teacher selects how it is being learned. This is a reflection of my current
classroom. Given all of these
Assessment of Learning Teacher selects the assessed product most of the time. categories,* it is clear that I need
to relinquish control of my
Talk Time Teacher and students share the talk time, but it is mostly classroom and allow for more
driven by the teacher. student agency in nearly all
components of the Big Shift.
Work Time Students are the primary driver of the work time. With “teacher” being the primary
subject in most answers, it is
Interest-based Most of the time, work is not reflective of student interest or undeniable
passions. who controls my classroom. I
need to shift that control to the
Initiative Sometimes students have the chance to initiate deeper dive students in order to empower
into the task or activity. their learning and deepen their
understanding.
Technology Selection Teacher selects the technology to be used most of the time.
Students may of choice of product output type. *Categories taken from the 4 Shifts Protocol
(McLeod & Graber, 2019, pp. 15-16)
Technology Usage Students are the primary user of the technology.
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Research
Learning is driven
by the students
By giving the students a
choice of tasks, students will
be creating their own goals
and activity in order to create
new learning for themselves.
Tool choices are
driven by the
students
While students must
incorporate the Makey
Makey, the other parts
of the project are driven
by student choice.
Work is driven by
the students
Strengthening
Class time will be
dominated by student
discussions and
Student Agency
activities. The teacher
takes the role of
facilitator to check in
and guide the work.
Icon from https://icons8.com/
Students
demonstrate their
learning Given the areas of weakness
The students’ voice will
be evident in their final
identified on the previous slide,
product choice for the items on the left are how
presentation. They will
demonstrate their
the Makey Connections Project
learning, not what they will strengthen student agency.
were told to learn.
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Research
The Makey Connections Project supports the arguments for different schools.
The role of teachers as the source of information is obsolete (McLeod & Shareski, 2018). The
Makey Connection project will respond to this by...
Learning* ● … having students research their own designs and ideas in to match needs and
limitation.
● … the teacher acting as the facilitator.

Undemanding tasks lead to boredom (McLeod & Shareski, 2018). The Makey Connection is

Boredom* different by…

● ... engaging students in critical thinking.
● … posing real problems and conditions that students can solve and influence.

Currently, schools offer few opportunities for innovation (McLeod & Shareski, 2018). The Makey
Connection counters this observation by...

Innovation* ● … providing real opportunities to associate ideas, question, observe, experiment, and
pull ideas and resources together (McLeod & Shareski, 2018).
● … supporting play and discovery (Makey Makey, 2018).

Part of the purpose of the Makey Connections Project is to make tools accessible to others with

Equity* special needs or limitations.

Not all projects will be the same, but the goal is to provide the appropriate tools for the
appropriate needs.

*(McLeod & Shareski, 2018)

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Research
The Makey Connections Project supports the deeper learning competencies.
Think critically and solve
complex problems*
Work Collaboratively*
Communicate effectively*
Learn how to learn*
*(Deeper Learning Competencies, 2013)
Icons from https://icons8.com/
“When students create their own method of interfacing with the
computer, barriers to learning and creating give way to a world of
exploration that is on their terms” (Makey Makey, 2018).
“The Makey Makey gives both teachers and students the opportunity
to learn from each other in an environment that fosters risk taking and
collaboration” (Makey Makey, 2018).
Students will be given the opportunity to not only communicate with each
other, but with the greater community to present their work. This authentic
brader audience will help compel students to greater attention to details in
order to effectively communicate their work to others (Weinstein, 2016).
Students will set goals and monitor their work towards those goals
(Deeper Learning Competencies, 2013). The students will face
setbacks and errors, but they will use it to improve their work (Deeper
Learning Competencies, 2013).
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Research
Understanding the Makey Makey
Knowledge of Chromebooks
Technology Understanding Code.org
Knowledge Understanding Scratch software
Students selecting tools for presentation
Ability to read/create code

MAKEY
Best practices for collaboration CONNECTIONS
Pedagogical Content Learning to debug and iterate
Student-centered learning Knowledge Knowledge programs

Knowledge of circuits
Providing student choice

Communicating how to learn code Back to Table of Contents

Research

Utilizing the TPACK model will improve student outcomes because it frames the Makey Connections project
within the intersection of technology knowledge, pedagogy knowledge, and content knowledge. The Makey
Makey alone will not be what drives the change to student outcomes. Koehler, Mishra, & Cain (2013)
explain how the TPACK framework (as illustrated on the previous slide) displays the intersection between
the understanding of education technology and the content and pedagogical knowledge “to produce
effective teaching and learning.” Student outcomes will improve when the knowledge of how to use the
technology (Makey Makey, computers, and other materials) meets understanding of computer science and
best practices for teaching and learning in a computer class environment. The TPACK model helps marry the
different types of knowledge so that they are not just parts of a whole, but combined to create a more
powerful and effective product. McLeod and Graber (2019) state that effective teachers live at the
intersection of these different types of knowledge. The Makey Connections Project can bring together best
practices of student-centered learning, with computer science content knowledge, and technology
infusion. There is a lot of overlap between the types of knowledge which makes for a more powerful
learning experience.

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Project Goals
Students will utilize the Makey Makey kit and
01 everyday objects to manipulate controls of the
computer.
Students will persevere through challenges by
02 fixing mistakes and solving problems that arise.
Students will collaborate by testing designs
03 together in which all members play an active role.
Students will design a project using a Makey
04 Makey kit that will enable someone with special
needs or conditions to operate a computer.
Students will create a presentation to
05 communicate their Makey Makey design to a
panel of educators.
● Students will have choice of project ideas and everyday objects to use for the
design.
● “When students create their own method of interfacing with the computer,
barriers to learning and creating give way to a world of exploration that is on
their terms” (Makey Makey, 2018).
● Challenges and problems will be individualized and unique to each
group. Students will have to initiate strategies to solve or debug
errors and problems that occur.
● Students will be the primary users of technology.
● “The Makey Makey gives both teachers and students the opportunity
to learn from each other in an environment that fosters risk taking
and collaboration” (Makey Makey, 2018).
● Students will have choice over the design they create.
● Students can choose projects that align with passions or interests of
their own.
● Students will have choice over final product type.
● Students will be able to express their design in a way that best
exemplifies their work and their voice.
● Students have greater purpose with a broader, authentic audience.
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Project Goals

● Students effectively operating a computer using the Makey Makey Kit and other
everyday objects. The computer functions will work as designed.
● Students taking risks, making mistakes, asking questions, and persevering. Students will
not give up on the task.
● All groups members active and engaged in the work of the team. Students will encourage
and support each other.
● Students meeting the individual needs of their profiled individual through creative uses of
the computer, Makey Makey kit, and supplies. Someone with the given needs or
limitations will be actually able to operate the computer.
● Students effectively communicating their project and design to a panel of educators. The
panel will have a clear understanding of the design and how it meets the
needs of the profiled individual with special needs or limitations. Students will also be
able to address the questions from the panel.
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References
Deeper Learning Competencies. (2013, April). Retrieved from
https://hewlett.org/wp-content/uploads/2016/08/Deeper_Learning_Defined__April_2013.pdf
Findikoglu, F., & Ilhan, D. (2016). Realization of a desired future: Innovation in education. Universal Journal of Educational
Research, 4(11), p. 2574-2580.
Furman, L. R. (2017). The Future-Ready Challenge: Improve Student Outcomes in 18 Weeks. Portland, OR: International
Society for Technology in Education.
Jayahimsa. (2012, May 1). Makey-makey-top-big-new [Digital image]. Retrieved from
https://www.flickr.com/photos/49822796@N00/6996278408/
King, B. (2013, January 5). Makey Makey [Digital Image]. Retrieved from
https://www.flickr.com/photos/87164784@N00/8349776148/
Koehler, M. J., Mishra, P., & Cain, W. (2013). What Is Technological Pedagogical Content Knowledge (TPACK)? Journal of
Education, 193(3), 13-19.
Makey Makey. (2018, January). Makey Makey Educator’s Guide. Retrieved from
https://cdn.shopify.com/s/files/1/0162/8612/files/Makey_Makey_Educators_Guide.pdf?16481577170705338427
Makey Makey. (n.d.). Guides. Retrieved from
https://labz.makeymakey.com/cwists/category#minimum_grade=8&maximum_grade=10
McLeod, S. & Shareski, D. (2018). Different schools for a different world. Bloomington, IN: Solution Tree Press.
McLeod, S. & Graber, J. (2019). Harnessing technology for deeper learning. Bloomington, IN: Solution Tree Press.
Wagner, Tony (2012). Creating Innovators: The Making of Young People Who Will Change the World. New York: Scribner.
Weinstein, N. (2016, August 24). School have no choice but to personalize learning. Retrieved from
https://www.iste.org/explore/In-the-classroom/Schools-have-no-choice-but-to-personalize-learning?articleid=802
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