ng and other physical computing concepts.
The device is a small micro-controller board with 25 LED lights arranged in a square, two buttons, sensors, wireless communication, and a USB interface. It can also be connected to online apps where users can program the device.
Using the programmable LED lights, students learn how to use and code buttons on the micro-controller by using "if, then, else" statements to trigger the display of rock, paper, or scissors with the lights.
After programming the lights, students also code a number generator that makes the Micro:bit randomly select rock, paper or scissors when it's shaken. For example, if 1 stands for rock, 2 for paper, and 3 for scissors and the program randomly selects 2 when the Micro:bit is shaken, then the LED lights will display paper. When the students are done programming, they pair up and play the game with the Micro:bits.
"For kids, physical computing is an engagement piece," Otto said. "Seeing their projects come to life is exciting for them. It helps them understand the power of computer science and how things work in the real world."
Photo: Students in Kathleen MacLean's class at Rocky Top Middle School, in the Adams 12 Five Star school system, work together to plan their code for the micro:bit using paper coding blocks." The project is one of the school's attempts to use physical computing concepts. Courtesy of Anna Otto.
For more ed-tech news, follow @EdWeekEdTech on Twitter.