Sphero Indi ('Indi') is an emerging technology which is capable of enhancing student creativity. Indi is an offline-programmed robot with onboard colour sensors which allows the robot to operate along coloured tiles provided in the kit (Vaden, 2021). The kit provides eight different coloured tiles, each with its own instructions, so that students can arrange the tiles to build custom mazes and puzzles (Vaden, 2021).
Note: Photo of Indi, by Evelyn Chan
Indi would be a useful tool for students learning mathematical concepts, such as spatial relaitonships and shapes, whereby students can create courses for themselves to measure the start and end point of a course, or to create common shapes, such as triangles, squares and rectangles. Additionally, educators can teach students about measurement and distance by challenging students to use all the coloured tiles to design a course that would take Indi the longest amount of time to navigate.
Indi is capable of fostering creativity in students as it is an interactive and practical applicance. According to Chittaro and Ranon (2007), children's creative abilities are best developed through practical application where they can experience immediate interaction with the technology and feel in control of their own learning. By allowing students to interact with Indi to map the shape of a triangle or square, for example, students are able to acquire knowledge relating to geometrical shapes much quicker. This is due to the fact that interaction with technologies provide opportunities for students to practically apply their acquired knowledge of novel concepts and help re
duce students' cognitive workload (Dalgarno & Lee, 2010). In reducing the cognitive workload of students, students would be freer to think creatively and look beyond the 'what' to 'how can I improve this' or 'why is it not correct' (Wheeler et al., 2002). However, while Indi is a useful tool in fostering creativity, this technology may not be suitable for every student, especially those that have minimal understanding of general technology. As recognised by Wheeler et al in their study (2002), it was found that students with low knowlege and interaction with technology would tend to have 'less opportunity to develop higher levels of creativity and productive problem-solving' skills (p. 377). Therefore, in application, students who are not familiar with the programming of Indi or are overwhelemed by the different coloured tiles that can be used, would likely to have little motivation to create courses using this general technology (Howell et al., 2012).
Note: Example of how Indi operates, by Evelyn Chan.
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Reference List
Chittaro, R., & Ranon, R. (2007). Web3D technologies in learning, education and training: Motivations, issues, opportunities. Computers & Education. 49(1), 3-18. https://doi.org/10.1016/j.compedu.2005.06.002
Dalgarno, B., & Lee, M. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology. 41(1), 10-32.
Howell, L., Chance, L., & Watkins Johnson, J. (2012). Computer-assisted Instruction: Teachers' Perceptions of Using Study Hall 101. Ubiquitous Learning: An International Journal. 5(4), 1-17.
Wheeler, S., Waite., & Bromfield, C. (2002). Promoting creative thinking through the use of ICT. Journam of Computer Assisted Learning. 18(3), 367-378. https://doi.org/10.1046/j.0266-4909.2002.00247.x
Vaden, A. (2021, May 18). Meet Indi, the First Sphero Robot for Early Learners. Sphero. https://sphero.com/blogs/news/meet-sphero-indi
Hi Evelyn.
I had the pleasure to learn about how Sphero Indi ('Indi') fosters creativity. I agree that Indi is an interactive and practical appliance. To add to your statement about students using Indi to learn about mathematical concepts. Indi could also be used to learn about angles. Where students can draw the direction Indi is traveling at and label the path's angles.
I like how you included an opinion about how Indi may not be suitable for all student's learning. I would have love to see you describe the path Indi takes in the video you include.
Overall, a pleasant blog!
Regards,
Shekane
Hi Evelyn,
I didn't get the chance to have a look into this creative tool in our tutorial, but reading your Blog has provided me with an in-depth description and an idea of how the Tool operates and has actually made me excited to get hands-on with the tool myself. I definitely agree that children's creative abilities are best developed through a practical application where they can experience immediate interaction with the technology and feel in control of their own learning. You have used a good range of resources that have come together with other articles you have used and i have found your blog very interesting.
Keep up the great work!!
Aminah (09/03/2023)
Kyle Lamont [09/03/2023]
Hi Evelyn,
I really enjoyed reading about your ideas on the Sphero Indi. I enjoyed you discussing how it would be adaptable in the mathematics classroom in spatial awareness and shapes, as I can see this being a realistic use of the Indi. You also stated that using the indi to discuss shapes would be a creative way of learning, which therefore would allow the students concepts reach their long term memory faster.
You had a good use of references leading to interesting articles which linked to what your blog was discussing. I also really enjoyed the video of the Indi being used in the classroom as well, was a good final touch.
Keep up the great…
Beate Mannes [08/03/2023]
Hi Evelyn,
I really enjoyed reading your piece on how the Sphero "Indi' could be used to draw shapes onto the floor to assist students in understanding how shapes are formed, and I can see this translating well into programming environments in further schooling years. I also liked the emphasis on practical knowledge skills being developed and agree that a testing environment would allow students to experiment and find results first, rather than debating hypotheticals.
As with all technology, students will have different abilities to use the tools as you have discussed, and I see opportunities for trial-and-error learning here, but also time for teacher one-on-ones with students, giving attention to the students to enrich their learning…