Question:

• How could you use what is developed in these studies to design learning experiences for younger learners that incorporates perception/motion activity and digital technologies? What would younger children learn through this TELE (technology-enhanced learning experience)?

Numerous studies have shown that body movements and embodied learning can have substantive positive effects on children’s cognition, learning, and academic achievement (Chandler & Tricot, 2015). Anderson (2003) explains that Embodied Cognition is learning that results from interactions with our environment. In the primary grades, students count with their fingers, use number blocks, and manipulatives to develop basic number sense. Reflecting on the studies in Module C, I think that incorporating Osmo into a math program is an example of a learning activity that incorporates motion activity and digital technologies. Osmo is a gaming accessory for the iPad. It includes a base, reflective mirror, and tangible pieces. It creates a hands-on learning experience paired with technology. The learner interacts with the pieces and the iPad, an example of motion activity and embodied learning. Osmo is intended for children aged 6-12. Students love using it because of it’s game-based learning style. “Researchers agree that the use of manipulatives in mathematics increases mathematics achievement and plays a large part in student learning, understanding, and conceptualization of simple to complex concepts” (Boggan, Harper, & Whitmire, 2010).

In this Technology-enhanced learning experience, students can work individually or in partnerships to develop basic number sense. As they master concepts, the games get more difficult to challenge students, and find their zone of proximal development. Students interact with the game pieces, manipulate them, and develop math strategies to add numbers, rather than count on their fingers. I started using PlayOsmo at the end of the year and found the students were highly engaged and motivated when it came to developing and improving number sense. Next year, I plan to take what I’ve learned and develop math stations where students can move freely between interactive, hands-on stations to support their learning.

Zydney and Warner (2016) state that mobile apps provide technology-based scaffolding. Osmo provides hints, feedback, and strategies to support learning. Apps allow educators to teach without being restricted by time and place, enabling learning to continue outside the classroom in places where learning occurs naturally” (Zydney & Warner, 2016). What I also appreciate about the Osmo, is that its “sensing technologies enable learning to be personalized and customized to the individual learner” (Chu, Hwang, Tsai, & Tseng, 2010). Students can work on a concept thats personalized to their learning needs, without their peers knowledge. I have found that students are willing to take risks when they are not being observed by their peers. These ideas support the LfU framework.

References:

Boggan, M., Harper, S., & Whitmire, A. (2010). Using manipulatives to teach elementary Mathematics. Journal of Instructional Pedagogies. Retrieved from http://www.aabri.com/manuscripts/10451.pdf

Chandler, P., Paul Chandler, & André Tricot. (09/01/2015). Educational psychology review: Mind your body: The essential role of body movements in children’s learning Springer. doi:10.1007/s10648-015-9333-3

Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, J. C. R. (2010). A two-tier test approach to developing location-aware mobile learning systems for natural science courses. Computers & Education, 55(4), 1618e1627. http://dx.doi.org/10.1016/j.compedu.2010.07.004.

Zydney, J. M., & Warner, Z. (03/01/2016).Computers and education: Mobile apps for science learning: Review of researchPergamon Press. doi:10.1016/j.compedu.2015.11.001