Tinkering to play, tinkering to learn
Part of the an in-class lab, my group, #techies, made a marble run out of recycled paper towel rolls, tape, water bottle and cut cardboard tubes. From the start of the activity to the very end, our ideas were tested and altered. Together, we designed and tested various pathways to ultimately get a marble from the top of a chair to the floor. When we finally had a successful run, we were relieved and proud of our teamwork.
This activity would be engaging and developmentally appropriate for young children. Whether done independently, or in small groups the number and type of materials available allows this activity to be a fun challenge for all children.
As it is important to have children actively construct their knowledge through play, technology should not be relied on for children's sole source of information, nor, technology should not be their only outlet to express their views. For many children their prior experience may be from passively using tablet or phone. The marble run is an example of giving children a chance to be active participants with technology, and the process of experimentation. Children are will be creating a unique structure that exhibits the child's understanding and connections in their life.
Our current world is fast paced. Even more, any piece of knowledge is available after a quick Google search. Since there is a "half-life of knowledge" there is greater emphasis on an individual's character (Siemens, p. 1, 2014). Within the tinkering activity this would include problem-solving, cooperation, intrinsic motivation, and self-regulation. These characteristics and skills are developed with experience. As Siemens (2014) stated, chaos occurs outside of ourselves, and so we need to learn how to perceive, understand, and act on the chaos. Relating back to the marble run, this activity is unpredictable. Even after testing multiple times, the run still encountered problems. However, accomplishing a successful marble run made the whole experience worth it. It is this very process of experimentation where children can develop integral social and cognitive skills that Google cannot provide.
Reference
Siemens, G. (2014). Connectivism: A learning theory for the digital age.
