How the BBC micro:bit became a ‘game changer’ for Singapore’s schools
“Combining an excellent product with strong project management delivered results”
Background
In 2017, Singapore’s Info-communications Media Development Authority (IMDA) launched the Digital Maker Programme (DMP). The programme aims to nurture a new generation of digital natives who are empowered to create with technology, in order to cultivate real-world problem solving, encourage digital creativity and innovation, as well as foster collaboration and co-creation with fellow digital makers.
The objective was to introduce basic block-based computer coding into schools and communities in a way that was enjoyable, interesting and engaging. Rather than users simply learning coding, the IMDA wanted them to understand how to make a microcontroller or computer perform a task, how to communicate with a physical object, and to grasp the benefits of using such technology.
Two years before the DMP project began, most teachers and head-teachers in Singapore schools would not be able to explain the role of microcontrollers within the Internet of Things or how the IoT would impact people on an everyday basis. Today, more than 800 educators know something about the subject and have coded a micro:bit using Microsoft MakeCode.
Adrian Lim, Director of the IMDA’s Digital Literacy and Participation Division, says: “It is important to remember that our project was never about the technology only, it was always about the people who use it – the students, the teachers and the community. We did not want to give them a device then leave them alone to try it without proper support and scaffolding. Successful outcomes could only be achieved by combining an excellent product with sound project implementation, planning and execution.”
Introducing the micro:bit has been seen as a “game-changer” for Singapore and has been so successful due to genuine buy-in and ownership from schools, particularly from teachers of non-technical and computing subjects such as Art, Geography, Mathematics, English and even Physical Education. IMDA worked with the Ministry of Education to have schools opt-in for the DMP rather than implementing it as a top-down initiative. A comprehensive professional development plan for teachers was critical to the success of the project. IMDA ran tailor-made training workshops working with its local Microsoft partner to support teachers on the ground.
Choosing the micro:bit
Mass participation was vital so, through a highly co-ordinated national movement, the DMP chose to introduce the micro:bit coding device to schools and communities in 2017. Two years on, there are now 100,000 micro:bits in use, with 220 out of the country’s 356 schools (60%) taking part in the project to improve digital and media literacy for more than 50,000 pupils aged from six to 18. Although initially uncertain about how the micro:bit could fit into the curriculum, more than 800 teachers have now undergone training schemes where three companies took different approaches over three half-day sessions to enable teachers to understand the capabilities and opportunities that the devices offer pupils. Since they brought their new-found knowledge back to the schools, teachers are creating lesson plans using the micro:bit across a wide range of subjects.
The micro:bit was chosen as the tool for building a community of maker educators for a variety of reasons. It provided an easy introduction to computing that would “appeal to the masses” and not just those with technical knowledge. It also had the ability to be connected to sensors and a range of peripherals so that users could affect the environment around them with ease while familiarising themselves with the world of IoT-based technology.
Adrian Lim says: “The micro:bit can be as simple or as complex as the user wants it to be. In this way, it is far more flexible and offers itself as a good entry level tool for coding and maker education in schools and the community.”
Measuring success
The true measure of success of the DMP project can be seen in the enthusiasm shown by teachers across the country who never hesitate to show visitors or parents the creative and innovative projects that have been put together using the micro:bit.
Overall, success has been due to two main factors – the micro:bit’s ease of use and versatility and the IMDA’s commitment to supporting schools and communities by understanding how the technology can be of benefit while being in tune with teachers’ requirements. Finally, Farnell played a key role, not only in supplying micro:bits to schools and the community, but also in supporting the IMDA’s continuing efforts to increase digital and media literacy through future deliveries and ongoing support.
Photos courtesy of the Info-communications Media Development Authority of Singapore