By Julie Guay and Stacy Allen
Feeling a little intimidated by the idea of bringing coding and robotics into your elementary classroom? You’re not alone! Many teachers feel overwhelmed by new technology, wondering about classroom management, where to start, or if it’s just too much. But what if I told you that integrating tools like the Micro:bit can be an incredibly rewarding, fun, and manageable experience for both you and your students? Best of all, you can integrate technology without having to be an expert in it yourself.
This school year, I’ve enjoyed learning alongside Julie Guay, a cycle three teacher at ETSB, in her first year of teaching. This fall, Julie made an unexpected discovery – a set of Micro:bits that weren’t unused in another teacher’s classroom. In the rest of the blog, she shares her journey of integrating technology into her teaching—a story that shows how taking risks and bringing tech into the classroom can boost student confidence and spark incredible learning experiences for students and teachers alike.
This Discovery
This fall, Julie asked around about what technology existed at her school and discovered something unexpected – a set of Micro: bits sitting unused in a colleague’s classroom. Seeing an opportunity, she borrowed these devices and brought them into her teaching practice.
Julie’s story is one we hear often—you might be surprised by what tech tools are already in your school or available to borrow from your school board. Reach out to colleagues and your school board RÉCIT consultant to find out what’s accessible. Sometimes, equipment ends up tucked away simply because teachers aren’t sure how to use it or didn’t find it suited to their group, and eventually, it gets forgotten.
First off, what is a Micro:bit?
Before we dive into Julie’s story, let’s quickly demystify the Micro:bit. Think of it as a tiny, pocket-sized computer! It has flashing lights (LEDs), buttons you can press, and sensors that detect motion, direction, luminosity, temperature and more. Micro: bit can connect to a computer, Chromebook or tablet. Then, using a free online platform called Makecode, students and teachers can create their own programs or upload ready-made ones from the Micro:bit website onto the Micro:bit. These programs can make the Micro:bit do all sorts of cool things—like display messages, play games, collect data or react to movement. It’s designed specifically for education, making coding tangible and fun for learners from cycle 2 elementary and up! They are also affordable, and for that reason, are accessible to many schools and boards.
Where do you even begin when you find unfamiliar technology stored in your school?
Like many educators, Julie had never heard of a Micro:bit before finding them in her school and was initially unsure what they could do and how to introduce them to her class. She asked her colleagues what they knew about some of the technology and connected with LEARN and her local RÉCIT consultant, and we set up a time to meet and unbox the tools together. Unboxing tools can sometimes be the most intimidating step. Luckily, as a teacher, you have a huge network of people who can often direct you to resources related to different tech tools, like you colleagues, administrators, school board RÉCIT consultant(s), and provincial RÉCIT consultants.
Starting Simple:
At our first meeting, it was just the two of us—no students yet—as we unboxed the Micro:bits and explored their physical components. This was our opportunity to get hands-on, experiment a little, and start discovering what these devices were capable of. Instead of diving straight into building code, I showed Julie how to upload the already-made programs available on the Micro:bit website onto a Micro:bit. I also showed her the one-page guide and Micro:bit course that LEARN has created to help support educators with the technology. Julie took some time to explore these resources independently, then took the initiative to introduce her students to the Micro:bit, showing them how to connect it to their devices and download simple pre-made programs.
Beginning with already-made programs is a fantastic starting point for anyone feeling nervous. Downloading a pre-made program allows you and your students to get comfortable with the physical device and the process of transferring code (downloading the file and dragging it onto the Micro:bit drive) without the pressure of coding.
Modelling Matters:
For the students’ first experience designing their own code, we teamed up in the classroom to model an activity, guiding them through the process of building a program using drag-and-drop blocks using the projector.
It was fantastic to see the students programming in pairs; we could observe them actively troubleshooting, collaborating using authentic language, and, of course, practicing emotional regulation strategies when frustrations occur!
What happened next was fascinating, though perhaps not surprising. Once the students had mastered the basics of downloading and running a program, their natural curiosity and creativity kicked in. They started tweaking the code themselves – adding emojis and their names and changing the button functions. They didn’t need much prompting; the desire to experiment and personalize was innate.
Collaboration, Problem-Solving, and Fun!
Since this initial coding experience, Julie has continued to bring Micro:bit into her classroom about once a month, much to the enjoyment and enthusiasm of her grade 3/4 students. From coding math facts games to learning about radio frequency and sending Bluetooth smilies across the school, she finds many ways to connect Micro:bits to the curriculum for authentic hands-on learning experiences. Throughout these activities, Julie observed the students:
- Collaborating: Working in pairs or small groups was essential. Working together on problems encouraged teamwork even among students who didn’t usually work together, which helped strengthen her classroom community.
- Problem-Solving: Technology inevitably has glitches (“bugs”)! Students learned to troubleshoot – checking batteries, reviewing the download process, or asking a friend for help before turning to the teacher; this process built resilience and independence.
- Experiencing Joy: Students loved the hands-on aspect and seeing their code come to life on the device. They found it almost magical, especially the wireless communication features.
Growing Confidence & Making Connections
In just a few months, Julie went from not knowing what Micro: bits were to confidently using them in class, trying out new projects, and even supporting other teachers in getting started. While the idea of learning new technology can feel overwhelming and time-consuming, we found that learning alongside students was not only manageable—it was empowering. Julie introduced the basics, but students quickly exceeded expectations by taking risks, customizing their programs, and debugging their code. It was a clear reminder that we don’t need to be tech experts to bring meaningful technology into our classrooms—we just need to be willing to take risks and problem-solve with our students.
Julie and her class are continuing to find ways to make cross-curricular connections with Micro: bit. Wondering what her class’s next project is? Programming step counters for a class hike and then using the data in math to calculate averages. As you can see, projects like these bring together physical education, outdoor learning, technology, and math in a real-life context, demonstrating just how rich and versatile tech-integrated learning can be.
Julie’s Tips for Getting Started with Micro: bit in Your Classroom:
Here are some practical tips and suggestions if you’re interested in exploring Micro: bit with your students:
- Start with Ready-Made Programs: Don’t feel pressured to code from scratch immediately. Explore the project libraries online and let students master downloading and manipulating the devices first.
- Model Everything: Clearly model the steps for downloading, transferring code, and handling the devices. Ensure links to ready-made programs are easily accessible to students (like via Google Classroom).
- Establish Clear Routines: Be strict about managing the materials from day one. Have clear expectations for how Micro:bits and accessories (like battery packs) are used, stored, and put away. Crucially: Always remove the batteries before storage to prevent leaks! Do you have access to a 3D printer? If so, here is a link to a file where you can print your battery pack remover tools!
- Embrace the “Bugs”: Remind students (and yourself!) that troubleshooting is part of the process with technology. Encourage students to seek peer support (“Ask a friend!”) before intervening.
- Have Spares: Keep extra batteries on hand.
- Use Them Regularly: Try to integrate Micro: bit activities fairly regularly (e.g., once a month) so students don’t forget the basic procedures.
- Focus on Fun and Process: The primary goal is engagement and exploration. Sometimes, you may code something only to discover that your code doesn’t work. What matters is that you are trying to create something new and reflect on your learning process.
Taking the Leap
Integrating technology like the Micro:bit might seem daunting, but rest assured, it’s achievable and incredibly rewarding. By starting small, leveraging existing resources, focusing on the learning process, and embracing the fun, you can open up a world of creativity, problem-solving, and digital literacy for your students. Don’t let the fear hold you back – take that first “micro-step”!
