At the beginning of the conversation, we asked about the general impressions and feelings about the whole educational solution and its individual elements. Here is how Mrs. Katarzyna sees SkriLab:

“In our school, the main person coordinating the work of the 3D printer is an IT teacher and this solution works well for us. Regardless of who needs the project for lessons and how it will be used, should it be some extracurricular activities or special requests, the model is always printed on time. Students are fascinated by the printing process every time. When it comes to 3D printing, me and my friends from early childhood education also really liked the idea of introducing additional elements to SkriKit from the Skrimarket, such as windows or doors. This addition has made the previously insecure teachers of primary education much more willing to work with engineering elements.”

We also asked about the specifics of her job and how it generally feels like so far:

“I encourage teachers of primary education to use SkriKit blocks – I have used them in 4 classes so far. We used blocks to introduce the topic of algorithms and it was very good to work with such a teaching aid. We also experimented with using instructions – when and what can be built faster with instructions and when is it better to omit them.”

Katarzyna adds:

“Last school year I conducted additional classes from the bundle for headmasters – “Robotics”. We mainly used those materials together with SkriBots and SkriKits. At the beginning of the school year we covered engineering, then, step by step, we assembled all 10 robots and started our adventure in programming. Both me and the students liked this work very much. We were surprised during the year when an updated application for the robot came out. It turned out that in some of them we had to change the motors and in some of them the LEDs started playing tricks on us. For example, instead of a green light a red one was on. It was an interesting experience for the older students to try to define and solve the problem, but for the younger students it was an unpleasant phenomenon. It was difficult to understand what had happened sometimes, and they needed quick results straight away.”

However, our SkriBots in Jaworzno appeared not only during extracurricular activities:

“I also used SkriBots in physics lessons. We discussed uniform rectilinear motion with students. They liked the classes very much – of course, the “wow” effect was due to the fact that we did not do another classic experiment, but worked with SkriBots.

The observation that on slippery surfaces the robot moves a little less uniformly was a great educational addition to the lesson. SkriBot moves great on the city mats’ surface – however, I needed a longer section of the route to be covered for my lesson. Moving SkriBots from one mat to another did not work, so we used the benches. And then the average speed had to be calculated to compensate for those slipping moments of SkriBots.”

At the end of our conversation we asked Katarzyna about the usefulness of our Skriware Academy platform. Here’s her answer:

“I used Skriware Academy quite often, especially in the beginning. I really liked the lesson on design thinking. There is a nice introduction there and it worked well for me. Later, we did not work with SkriBots, only with SkriKits, but the lesson met my expectations and the students liked it very much. Defining the problem, addressing the recipients and working together. I really like the fact that fragments of the core curriculum are implemented in the scenarios and that is why I encourage teachers and headmasters to try it out. Before the start of the current school year I trained teachers on how to use robotics in teaching, showed them various robots and ways of working with them. I also showed the examples of scenarios and prepared materials about SkriBot. This way the teachers can reach specific materials faster than using the Academy.”