MITx: 11.132x Design and Development of Educational Technology, Assignment 1

1. Ed Tech: Then & Now
Anil Mull, MITx 11.132x Design and Development of Educational Technology 1

2. Ed Tech: Then & Now
Introduction
As a secondary school teacher I have professional reasons to
explore theories and design frameworks of educational technologies
and how they can be integrated in real life educational environments
where diverse sets of students demand differentiation and school
policy makers demand fulfilment of curriculum decisions. However,
this particular assignment also has a very personal backdrop, having
started a journey of exploring electronics, computing and coding
together with my 11 year old son.
My aim in this first assignment is the introduction of the technology
my son and I are currently using as a means to learn, and compare
this modern technology to an older technology. I will add links to
websites and videos, particularly for the current technology, within
my brief overview and analysis to provide a more fun way of
expanding your knowledge.
I intend to use parts one and two to reflect on my learning
experiences and if necessary, describe the technology. In part three
the key aim is to juxtapose them to learning theories and
frameworks.
Anil Mull, MITx 11.132x Design and Development of Educational Technology
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3. 1.1 Current Technology: Raspberry Pi
The current educational technology I would like
to discuss is the credit card sized minicomputer
Raspberry Pi. This minicomputer is helping my
son and I explore Scratch, Turtle Graphics,
Python, Sonic Pi, Minecraft Pi etc. It runs on the
Linux based Raspbian operating system, which
is an OS optimized for the Raspberry Pi
hardware.
The Raspberry Pi Foundation began in
Cambridge (United Kingdom) in 2006 to design
a $35 computer that could facilitate computer
science and programming learning in schools
and create a new generation of university
students entering computer science courses
with some existing knowledge of programming.
Latest version of Raspberry Pi Model B+
Children and adults can use this computer with the graphical user interface (GUI), but they also
learn to use the command-line interface. I really like this, because it falls in line with learning to use
programming commands in Scratch and Turtle. Learning these children can move into Python
programming language, that is introduced with a small Minecraft project. Alternatively, the Sonic Pi
app will let you write electronic music. Users become familiar with many concepts and ideas of the
computing world. Finally depending on the scale and scope of the learner, there is a wide range of
projects that are worth exploring and replicating … or even inventing one’s own project.
Anil Mull, MITx 11.132x Design and Development of Educational Technology
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4. 1.2 Current Technology: Raspberry Pi
Simple set-up at my son’s desk: We
bought a clear case kit, which allows us
to experience the Raspberry Pi’s board
visually, whilst working on Projects.
Anil Mull, MITx 11.132x Design and Development of Educational Technology
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The strongest initial experience I had while starting with the
Raspberry Pi was how fast my son understood and memorized
the initial commands for the command-line interface. This
enabled my son to swop roles and become the teaching peer.
We used a projects-based tutorial to guide us along the way,
with the initial project goals to familiarize ourselves with
Scratch and Turtle Graphics. Our next step is to begin
learning Python programming. The Raspberry Pi kept us
engaged us in a variety of technological areas: programming,
engineering, design. creative thinking, art and design.
Although there are project-based goals to achieve, following
the tutorial, the Raspberry Pi allows us to think very open-ended,
because there are so many complex but enticing
projects. For the distant future I particularly like the project
building the smartphone PiPhone, which would create a
learning journey for my son to understand the design and
workings of a piece of technology we use so much every day.
This self-study journey keeps us motivated, but not enough to have regular weekly sessions. Possibly
because there is no pressure to perform or submit our results at specific times. Could is also be the result
of the open-ended format? Or would we show more regular engagements if we already had a concrete
own project in mind? We have, however, achieved our first learning objectives: to understand what coding
actually is, how command lines look like and use them, what an algorithm is. Using this learning
technology also enabled us to make the teacher and student roles less rigid, it also enabled to work on
common projects as a team, where each member has different levels of proficiency.

5. 2. Earlier Ed Tech: Self Build PC
The earlier technology that I have chosen to contrast the Raspberry Pi
with, is still very much alive: the standard current desktop computer,
the PC. I hope, I do not have to explain what a PC is and what parts
make up the whole.
The ED TECH learning experience which relates well to the
Raspberry Pi story is the PC I build from components with the help of
two advanced peers. I was initially reluctant to build my own PC and
wanted to buy it off the shelf, but my friend luckily persuaded me. It
must be noted that at the time of this “learning project” there were no
YouTube tutorials and very few websites at all.
Although the main reason may have been to replace an old laptop
computer and monetary, it resulted in a very positive learning
experience with many unintended developments of skills and
knowledge. I learned about the parts that make up a PC and their
functions. I learned how these parts are assembled together. I
became less fearful to expand or improve my PC with parts and
complete minor repairs. The best unintended learning I achieved was
that I am now not fearful to open electronic devices and replace
broken parts, as with mobile phones.
Anil Mull, MITx 11.132x Design and Development of Educational Technology 5

6. 3. Raspberry Pi vs. Self-build PC
This brief comparative analysis compares and contrasts my experiences using the Raspberry Pi and the Self-build
PC from a viewpoint of educational technology.
The Raspberry Pi was developed
specifically as educational technology.
Dedicated learning methodology
follows frameworks of social con-structivism
and constructionism. Ed Tech can be
used as an individual with facilitation of learning
provided by online tutorials, but mostly learned in
school and
It is open-ended EdTech with scope and scale that
for a wide range of learners. Initial tutorial projects
provide scaffolding for all age group learners.
Motivation and engagements is heavily dependent
on individual learners as sessions are playful and
require creative input.
The Raspberry Pi promotes creative minds to
develop their own “products”. I had not had a
major impact yet because I am still at the
beginning of this journey and not produced a
tangible result yet.
The self-build a PC is an unintentional
piece of educational technology.
Unintended learning methodology also
follows social constructivism and constructionism
models. Learning required advanced learners or
teachers to facilitate learning.
Initially close-ended project, where finished PC is
used, but unintended upgrading and small repairs
follow-up lead to further independent learning. Not
for all age groups and scaffolding depends on
teaching peers. Unidirectional structured task that
advocates completion in a small number of
sessions.
The key achievements: demystification of
technology, the “can make / can repair”
confidence, have had a lasting effect on my
approach to learning about technology because it
was one of my first hands-on moments in
computing.
Anil Mull, MITx 11.132x Design and Development of Educational Technology 6

7. Thank you for reading!
All feedback is welcome!
Anil Mull, MITx 11.132x Design and Development of Educational Technology 7