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Discover tools, tips, and strategies for teaching robotics. Explore resources to inspire creativity, problem-solving, and STEM learning in the classroom.

TCEA Social Community
Coding/Computer ScienceCTO/CIOLeadershipLibrariesRoboticsTechnology Applications

Find Your Tribe: Join a TCEA Special Interest Group

by Chance McKee
written by Chance McKee

Are you a TCEA member who wishes to tailor your membership experience and become more involved in certain aspects of educational technology? Join one or more of our Special Interest Groups (SIGs) listed below and find the TCEA members who share your interests, challenges, and career goals. Membership in TCEA SIGs starts at just $10.

Here’s a little more about each SIG and what they bring to the table.

Campus Technology SIG (CAMP-SIG)

Calling all campus instructional technologists, technology coordinators, district trainers, and tech specialists! CAMP-SIG provides you with networking opportunities, tips and resources, coaching and mentoring methods, and more. They also host annual meetings for members to learn, share, grow, and network together.

Free and Open Resource SIG (FORE-SIG)

Are you a big supporter of the role of free and open source software solutions? If so, you’ve found your people at FORE-SIG. The purpose of  FORE-SIG is to build and activate a community of educators who promote and support opportunities for technological advancement and a broader educational foundation that these solutions bring to PreK-16 education.

Library SIG (LIB-SIG)

Librarians have such an important roll in supporting the growth of well-rounded, digitally literate students. LIB-SIG brings together librarians who want to increase their technology skills and integrate those skills into the learning environment. They also write a monthly blog series right here on TechNotes.

Robotics SIG (ROBO-SIG)

If you live and breathe bots or if you’re just interested in how robotics can benefit student learning, ROBO-SIG is for you. Their mission is to become a network hub for educators involved in robotics, advocate for robotics as a classroom tool to teach and engage students in STEM, assist members in acquiring classroom robotics pedagogy and knowledge base, and prepare sponsors for the challenges of student competition.

Tech-Apps/Computer Science SIG (TA/CS-SIG)

Do you teach computer science or Technology Applications classes K-12? Welcome to your flock. TA/CS-SIG provides a forum to promote and support technology applications, computer science, and information technology educators and curriculum across the state of Texas.

Technology Coordinators SIG (TEC-SIG)

TEC-SIG is proud to be the largest of TCEA’s SIGs. Since 1989, it has provided communication between CTOs, technology directors, instructional technology leaders, and other administrators throughout the state. TEC-SIG furnishes its members with up-to-date information on legislation, happenings within the Texas Education Agency, grants, and more. Members share their own technology-related experiences at two yearly meetings in an effort to educate and inform each other on what is happening in the field of technology and how they can support staff and student use.

Virtual Learning SIG (VL-SIG)

With digital technology, learning doesn’t have to be contained just within classroom walls. VL-SIG supports collaboration and communication among virtual learning coordinators, online course instructors, and online curriculum developers. It also promotes and advocates for virtual learning to support the modern learning environment.

Joining a Special Interest Group

Each SIG will allow you to network with educators in similar roles or with similar interests to share ideas, challenges, and solutions in order to further enhance your knowledge and understanding of these specific areas of technology. TCEA SIGs also have a dedicated set of members who serve as SIG officers and help to plan SIG-specific webinars and networking events year-round, including at the 2019 TCEA Convention and Exposition.

SIG memberships do require you to be a current TCEA member. These groups allow you to access the private SIG area within the TCEA Social Community to better connect with your fellow SIG members.

Don’t delay. Join a TCEA SIG today to network with your peers and help meet the needs of your individual role or focus.

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WeDo 2.0 Milo Rover
RoboticsSTEM/STEAM

Getting Started with WeDo 2.0 Robotics

by Peggy Reimers
written by Peggy Reimers

The LEGO MINDSTORMS EV3 tends to get all the glory, but it is time to give some props to its little brother, the WeDo 2.0. The second generation of WeDo has been gracing elementary classrooms for the past two years. And this last spring, the WeDo 2.0 software received a nice overhaul. Read on for the rundown on this robotics classroom tool. 

What is it?

  • An elementary robot-based learning system
  • A STEM solution with a large emphasis on science exploration
  • Discovery-based approach with collaboration in mind

What is included?

  • 280 LEGO building elements
  • Electronics include a low-energy Bluetooth smart hub, motor, motion sensor, and tilt sensor
  • Drag and drop classroom-friendly software
  • 40+ hours of standards-based projects

Who is it for?

  • Geared for ages: 7+
  • Best for two students per set
  • Free LEGO curriculum designed for grades 2-4
  • The difficulty level of the open projects covers fifth grade science standards.

What device do I need for programming the WeDo?

  • Windows or Mac computer
  • iPad
  • Chromebook
  • Make sure you check out the Hardware Specs before you buy devices.

The WeDo 2.0 Curriculum

  • EIght Getting Started Projects
  • EIght Guided Projects – Science
  • Eight Open Projects.- Science
  • Four Guided Projects – Computational Thinking
  • Four Open Projects – Computational Thinking

Each of the projects has three phases. In the Explore phase, students connect to a scientific question or an engineering problem, establish a line of inquiry, and consider possible solutions. Next is the Create phase where students will build, program, and modify a LEGO® model. Last, each project ends with the Share phase. Students present and explain their solutions using their LEGO builds. The students document what they have created in the integrated Documentation tool in the software.

(You will not want for ideas and projects with the WeDo 2.O curriculum included in the software.)

Action Plan to Start with WeDo 2.0

  1. Visit the great website provided by LEGO to get started. This quick start will get you unboxing your pieces, labeling your parts. and downloading the software. 
  2. Try out a few of the Getting Started projects. These small builds will give you an idea of building and programming.
  3. To get started with the curriculum, I would choose  #2: Speed. With this particular guided project, your students will:
  • Explore race car features.
  • Create and program a race car to investigate what factors would make it go faster.
  • Document and present ways to make their race car go the fastest.

Hopefully this blog  will get you started on the right track with WeDo 2.0. TCEA is offering a training on it on October 20, 2018.

Feature Image: WeDo 2.0 Milo Rover, by LEGO Education

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State Robotics Contest
Coding/Computer ScienceRoboticsSTEM/STEAM

Collaboration, Creativity, and Teamwork at State Robotics Contest

by Joe Vasquez
written by Joe Vasquez

Students from across the state gathered this past weekend to participate in the annual TCEA State Robotics Contest. Teams had the opportunity to put their collaborative critical-thinking skills to the test as they showcased their inventions and went head-to-head with other state finalists in the Arena division. Two hundred teams of up to four students each gathered in Hutto to test their skills. Each team had already competed at the Area level against more than 1,400 teams.

Arena Contest

This year’s challenge, Mastering Mars, allowed students the opportunity to task their robots to prepare the Martian environment for human settlement and iron mining. Each team’s robot had to complete as many tasks as they could within the two-minute time frame. Teams were allowed to use one LEGO Mindstorms programmable processing unit, LEGO-branded motors and sensors, other LEGO-branded devices, and non-LEGO parts not to exceed the five dollar limit.

It was impressive to see both Intermediate (grades 4-8) and Advanced (grades 9-12) state teams put their problem-solving skills to the test as they attempted to complete each task on the game field. Anticipation mixed with excitement filled the room as teams watched in awe as their robots performed. One contestant in the Arena Pit mentioned being able to test the robot’s capabilities and see what it can and can’t do as part of the thrill of competing. Overall, a great sense of teamwork, problem-solving, and creativity radiated throughout the groups.

Inventions Contest

As Arena contestants battled it out for the top spot, Invention participants exercised their creative-thinking skills by designing a robot to solve a real-world problem of their own choosing. From iPotty toilet assistance for the elderly to oil pipe sealing robots, students of all ages let their imaginations run free to create exciting solutions to make the world a better place. Other solutions offered to save lives, assist entomologists to gather insect specimens, and collect dangerous metal objects, among others.

In addition to providing functional prototypes of their creations, Inventions teams had to keep a detailed logbook of their progress and come up with polished presentations and marketing plans for their ideas. When asked what was their favorite part of competing at the state level, an intermediate team agreed it was the ability to create new initiatives through their inventions while being able to assist others in the process.

I hope this insider’s look into this year’s competition encourages you to incorporate robotics into your classroom while allowing your students to develop their problem-solving and critical thinking skills further. If you’re interested in learning more about our program and how your students can join other robotics teams next year, click here. You might also want to check out the amazing EV3 robotics workshop TCEA is offering July 16-20. This five-day robotics workshop will show you how to use LEGO MINDSTORMS to help your students develop a love of STEM along with valuable critical thinking, problem-solving, and collaboration skills. Whether you’re an educator, librarian, or administrator, this week-long learning opportunity will give you the knowledge, resources, and best practices to introduce a successful robotics program at your school this fall.

 

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Trashbots
Coding/Computer ScienceRobotics

Trashbots: Affordable STEM Kits Ready to Change the World

by Susan Meyer
written by Susan Meyer

If you’re joining us at the Austin Convention Center this week, I want to extend a warm welcome to the 2018 TCEA Convention & Exposition! I also have an excellent suggestion for how to spend part of your afternoon. Come check out the Experience at the Digital Square in the Palazzo today from 2 p.m. to 3 p.m. for a demonstration by the creators of a remarkable new company called Trashbots. For those readers who aren’t able to come to the convention this year, read on to learn about an innovative idea that’s turning one man’s trash into STEM treasure.

What Are Trashbots?

Trashbots is a company that is creating affordable robotics kits that let users use anything from their local environment to add to their robot—even things that a less creative mind might throw away. The kits work with open-source platforms and are designed to be accessible—a computer and a continuous power supply are not needed. This makes the kits idea for rural and remote places where STEM learning is limited by access to infrastructure.

Another advantage of the Trashbots platform and accompanying curriculum is that they are scalable across grade levels. Students in kindergarten can use Trashbots to learn the basics of building with the kit without the electronics. In fourth grade, kids can begin to work with tablets to design simple scripts and make the robot move. As one Trashbots founder describes, “You can see their enthusiasm when the program does what they want it to do and the motor functions as intended.” Older students can use existing textual programming languages such as Javascript or Python to code the kit and create even more complex creations. As students develop greater skill and programming knowledge, the kit can grow and adapt with them. Their only limit is their own creativity.

The Minds Behind the Bots

The story of Trashbots’ founders and how the company came to be is just as interesting as the end product. The company was the brainchild of two brothers, Rohit and Sidharth Srinivasan, who are themselves still high school students. Starting from when they were in middle school, they began volunteering and teaching robotics in orphanages in Southern Asia. They also consulted with Science in a Suitcase, an Austin STEM startup that works to bring robotics to underserved communities globally. From these experiences, they learned about some of the limitations of how STEM is taught in developing nations. As students of robotics themselves, when they saw limitations and issues, their immediate thought was “How can we engineer a solution?” This was the beginnings of Trashbots.

The pair partnered with Paul Austin, formerly of National Instruments, who helped them to officially start the company in May of 2016. The company did their first demo at SXSW 2017 in Austin, Texas. Since then, they’ve taken their ideas abroad to provide STEM and robotics help to rural and developing towns. The team made trips to both Mexico and Peru with their products. In Peru, they visited a remote school in a town of 15,000, three hours south of Lima. The school contained around 80 kids, some of whom would walk up to an hour to get there. While the school system didn’t have a lot of money or resources, what they did have were students who were intellectually curious and excited about learning. It is in schools like this where Trashbots can truly shine.

Discover Trashbots for Yourself

If you’re on site in Austin, you will definitely want to check out the Trashbots demonstration today at 2 p.m. in the Experience at the Digital Square. The founders will be on hand running an interactive session and explaining the pedagogical and curriculum possibilities of their robotics kits. You will also get the opportunity to take part in a fun build challenge using the kit. Tablets will be provided for programming the robots and all levels are encouraged to attend!

If you’re not at convention, you can learn more about Trashbots at their website.You can also find details on their IndieGoGo page.

Bargains!

Trashbots is now going into full production and has a great deal on their Indiegogo funding site. You can get the complete Early Bird Maker Pack with the maker kit with pucks, gears, and “trash” for making, along with cool stickers, for just $100. Or, if you want more than one Trashbot for your classroom or campus, you can buy the Educator 5-Pack for $500 or the Educator 10-Pack for $900. I know that your students will love these!

This blog was updated with additional content on May 4, 2018.

 

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STEM Tools
RoboticsSTEM/STEAM

STEM Tools, DIY Projects, and Toys

by Miguel Guhlin
written by Miguel Guhlin

Looking for STEM tools and toys for young learners? In this blog entry, we explore some highly-rated toys and tools. We also discuss inspiring girls to get into STEM, Do It Yourself STEM projects, and video ideas. Designed to heighten STEM learning experiences for youngsters, each may be worth investigating further.

The Rationale for STEM Tools and Toys

Many future jobs require STEM skills. One approach for accomplishing that involves providing young learners with STEM tools and toys.

Beth Holloway, director of the Women in Engineering Program at Purdue University, says toys that help children figure out how to turn their ideas into reality – toys that let them design and build something, for instance – are a great first step in inspiring them to consider a STEM (science, technology, engineering, and math) career. “Toys like that will help children realize that they can make an impact on the world through their ideas,” she says. (source)

Holloways points out that STEM tools/toys can have an impact on young women, too. “Parents need to provide girls with toys that indulge their feminine side, but also those that allow them to feel the sense of accomplishment that comes from designing and building something,” says Holloway.  Let’s remember, though, that most STEM jobs are focused in the coding area. To engage girls, STEM activities need to 1) Make coding as a creative and collaborative activity; 2) Teach computational thinking; and 3) Add real-world problem solving (source).

Engaging Young Women

Want to inspire girls with real life stories from STEM women?  Introduce them to the 1,000 STEM Women project. The goal of the project is to provide an easy-to-access resource for K-12 learners that makes meeting amazing female STEM role models possible. Take a look at Engineer Girl for more inspiring women engineers sharing their stories.

Here are some examples from the 1,000 STEM Women Project:

STEM tools

From Left to Right: Rachel | Emily | Raychelle

Ready to explore some STEM tools and toys? Let’s get started with some Pinterest Do It Yourself (DIY) projects.

DIY STEM Projects

“Where did you get your idea for that project?” I asked a second grade teacher who was sharing a STEM project at a San Angelo, Tx TCEA area conference. “Pinterest!” she replied with a smile. “I find most of my ideas there.” To be honest, it had never occurred to me to look on Pinterest. Yet you can find many DIY STEM projects appropriate for home or classroom there.  Here are my top five favorite Pinterest boards:

STEM Videos for the Do It Yourself-er

You can also combine DIY projects with a video, similar to the updated versions of the practical learning Mr. Wizard television show introduced to some of us in our younger years. Who wouldn’t want to make their own electromagnet? Now you can catch videos via Instagram, too. Some of my favorite science-focused Instagram images and/or videos include:

Why not create your own Instagram sharing space? Or explore YouTube for STEM DIY projects, such as these from Lanakila Malua, Brittany Hogan, and Red Ted Art. You can find even more project ideas in video form. Check out Curiosity Machine, Exploratorium Video, and PBS Design Squad Videos (requires Flash).

STEM Activity Idea: Create Short Instagram Videos as a Student STEM Challenge by Ben Newsome
With a point of the camera and using some simple content creation apps, your students could be documenting the science experiments, challenges, and questions that are raised in your classroom for other classes to learn from, plus they’re a good reflection tool in their own right. By using InstagramTM as the medium, you could set a science communication challenge to your students whereby they have to explain a given concept to their peers. You could run this as a competition across your school in a similar way to Alan Alda’s Flame Challenge, whereby people from around the world compete to create a compelling explanation of a science topic that an 11-year-old could find interesting and entertaining (eg. What is energy?).

If you have your own Pinterest board or curated list, why not share it? More on how to share at the end of this blog entry.

STEM Tools and Toys

These toys and tools present various approaches. Often, parents and teachers are looking for “turnkey” solutions or kits. There are many kits that can be used in a home or classroom setting. Here are my top three favorite tools and/or toys, along with links to websites where you can find more ideas. What would you add or include that I haven’t?

  • Sunprint ($11.59): “The SunPrint Solar Paper lets you makes beautiful pictures by placing objects on the paper and exposing it to the sun. The paper undergoes a chemical change. The Sunprint paper can be used for a creative, solar art project,” says the Amazon description.
  • Cubetto ($222.95): TCEA’s Ashley Weiler introduced me to Cubetto.  Montessori-approved, this is a “coding toy for girls and boys ages 3 and up. It takes coding out of the screen and into the real world with a programming language you can touch. Children help Cubetto, a friendly wooden robot, navigate a magical world by writing their first programs using hands-on coding blocks.”
  • Tynker app + Parrot Mambo Minidrone ($): Learning to code with algorithms (sets of instructions that are repeated to automate and simplify coding) is fun with the Tynker app (Android/iOS) and the Mambo drone. Learners can “experience the thrill of flight and accomplishment as they learn to program Parrot drones using Tynker’s intuitive visual programming language. Children can pilot drones through extreme maneuvers, grasping objects and flying aerial combat missions, all with the power of code.”

Helping young children build a strong foundation in coding can build key future ready skills. What’s more, you can encourage participation in the annual STEM Video Game Challenge for middle and high school students.

Want to explore some more?

Check out these various sites recommending STEM tools and toys. Don’t forget, TCEA is curating a STEM-focused padlet with many more resources. Share your favorite STEM ideas, tools, toys and websites in this Padlet.

 

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robotics contests
Announcements/Important DatesRobotics

Build Critical Student Skills at the Area Robotics Contests

by Susan Meyer
written by Susan Meyer

As autumn leaves and pumpkins turn into turkeys and holiday fanfare, it’s time to start making your plans for the upcoming TCEA Area Robotics Contests. This is the pivotal first step that every school robotics team must take in order to qualify for the State Robotics Contest held each spring. Twenty area contests are held around the Lone Star State and only the first and second place teams from each area, plus a few wildcards, will advance to the State Contest held in central Texas.

Why Robotics?

Robotics is a fantastic way for students to develop STEM skills with hands-on collaborative projects. TCEA’s robotics contests gives students in the 4th-8th grades (Intermediate competition) and 8th-12th grades (Advanced competition) the chance to design, plan, redesign, construct, assemble, invent, reinvent, write, present, and compete to see who can create the best robot!

There are actually two different contests in the competition. In the Inventions contest, students have to create a robot that will solve a real-world problem. This means they are diving deep into problem solving and coming up with manageable solutions, all while practicing their coding skills. Students in this contest also have to present their final product to the judges, demonstrating their ability to market and confidently talk about their creations.

The competition also offers the Arena contest where teams are given the same challenge to solve. On site at the contest, students will compete for points in the arena to see how many of the required tasks their robot can complete within the time limit.

What’s New This Year?

If this is your first time entering the TCEA Robotics Contest, then everything is new! You’ll want to read all of the games manuals very carefully to make sure your team adheres to all of the rules. You’ll also need to make sure you have the right equipment. The LEGO EV3 or NXT robotics kit is used for the TCEA Robotics Contests.

If you’re a seasoned TCEA Robotics veteran, you’ll still want to read the Challenge manual very carefully. This year’s challenge is called Mastering Mars. The robots will be tasked with preparing the Martian environment for human settlement. However, there are a few surprises in store! A secret task will be required to be completed on site after the first round. This task will need to be completed to compete in the second and third rounds of competition. You can find all the details here, so get ready for some excitement, unexpected twists, and lots of critical thinking and fun!

There are also a few general rule changes. Students in grades 6-8 may now choose to compete in the Advanced competition level. Students from grades 4-5 must still compete at the Intermediate level. For more info on the general rules and any changes, please see this website.

Where Do I Sign Up for the Robotics Contests?

If you’re ready to take your robotics skills to the next level and compete in an Area Contest, there are some important steps you must take.

  1. Determine what area you belong to. To determine your area, find out which Education Service Center you belong to. Your area number correlates with your ESC number.
  2. Become a member of TCEA. The sponsor for each competing robotics team must have an active TCEA membership for the duration of the contest season. Membership is $49 and comes with many benefits all year long.
  3. Determine the contest and division in which you will compete. Students have the choice of competing in the Arena Contest or the Inventions Contest. Read up on both and choose the one that is the right fit for your students.

Important Dates

Registration for the Area Robotics Contests is open from November 27 until December 8. The registration fee is $50 per team. The Area Contests will be held between January 6, 2018 – January 20, 2018 in your local area. Check here for the specific date and location of the contest in your region.

Is your team ready to compete and demonstrate the collaboration, critical thinking, and creativity it takes to be the best robotics team in the state? If so, start planning now and get ready to register on November 27!

 

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work environment
Educational TrendsRoboticsSTEM/STEAM

TCEA Podcast: Creating Career Pathways

by Miguel Guhlin
written by Miguel Guhlin

Career and Technology Education (CTE) programs are revamping how they approach teaching and learning. Less focused on teaching discrete skills in isolation, CTE programs are relying on career pathways. These pathways help contextualize technical skills in job certifications and internships. Some school districts, like Sabine Pass ISD, are enabling students to earn valuable certifications and participate in internships in Science, Technology, Engineering, and Mathematics (STEM) fields. Read on to access a three-part TCEA podcast where you can hear how one Texas school district in the Port Arthur area is creating a vision for the future.

Exploring One Vision of CTE and STEM

Mark Simmons (Director of Technology, Sabine Pass ISD) and Scott Hagedorn (Director of Instructional Technology, Sabine Pass ISD) share their vision for CTE and STEM in this three-part podcast. Some of the topics include:

  • Setting up career pathways that empower students
  • Enabling students to become certified in the software used to design items for hobbyist and industrial-level 3D printing
  • Creating a career pathway for various fields of interest

Listen

Listen to Mark Simmons on CTE and Career Pathways (12 mins)

tcea podcast

Mark Simmons (@t3chl0gic – Director of Technology, Sabine Pass ISD) is a man of vision. He poses with a Nikon P900 camera that can see five miles or more into the distance. View Image Gallery

Mark speaks to how Sabine Pass ISD is growing their program to focus on 3D printing, not just from a hobbyist perspective, but to also include industrial 3D printers. Graduating students will have the necessary certifications and internship experiences to obtain jobs in their chosen field.

Listen to Scott Hagedorn on 3D Printing (5 mins)

tcea podcast

Scott shares about 3D printing and robotics. View Image Gallery

In this portion, Scott Hagedorn (@hagedornscott) shares more details about Mark’s vision. He mentions their work with the Form 2 3D printer that prints with liquid resin, a stereo lithographic (SLA) printer that is next generation compared to fused deposition model (FDM) type of 3D printers. He discusses introducing students to 3D modeling in middle school with Tinkercad. At the high school level, students are focused on using AutoDesk Fusion360. Students will be Fusion360 certified by the end of the year. He also shares some of the project ideas, including the use of Recap360 to stitch pictures taken with a Phantom drone. The stitched pictures are then used to create a 3D-printed replica (shown below).

tcea podcast

Listen to Mark Simmons and Scott Hagedorn (12 mins)

tcea podcast

In this final portion, Scott shares about how important it was to get students to build a shoe to learn about stress tests. Students test their 3D design before sharing them via a more rigorous sharing platform known as PinShape.com (see a Sabine Pass Shark coin).

tcea podcast

Scott also shares some exciting connections on why learning to design and print in 3D is so important. Both Scott and Mark share some more of their vision of how the following technologies can be used with students:

Consider that Wall-E was created entirely in  Tinkercad:

tcea podcast

Although the conversation wrapped up quickly, Mark also shared how LEGO robotics is being used with younger students and VEX Robotics has begun to be put in place for use with older students. This broad range of experiences and learning opportunities distinguishes Sabine Pass ISD from other districts and is well worth emulating.

 

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STEM
LeadershipRoboticsSTEM/STEAM

STEM Action Planning for Transformed Learning

by Miguel Guhlin
written by Miguel Guhlin

“I’m just starting my job as the new Science, Technology, Engineering, and Math (STEM) director for my school district,” said a colleague at an event earlier this summer. “I’ve been spending a lot of time wondering what I should do.” By a strange coincidence, another friend presented me with a scenario. Let’s explore the scenario to see what elements we can unpack regarding crafting STEM projects from a director role.

Scenario: Congratulations!

Congratulations! You’ve been selected as the new director for STEM, CTE, and Advanced Academics. You will be meeting soon with district leaders to outline your 90-day plan to ensure success for students. The leaders in your district anticipate that your plan will explain your vision for STEM, college readiness, and potential partnerships, and also blend technology into the program. Regrettably, everyone is on a tight schedule, so you will have approximately 10 minutes to amaze them.

This actual scenario presented to incoming director candidates requires you to develop a 90-day plan that will ensure student success.  Some of the key elements of the scenario include:

  1. ​Propose a p​lan outlining key action steps to be completed in the first 90 days.
  2. Develop ​programs and partnerships to enhance STEM opportunities (PREP, etc).
  3. Promote ​the development of the 21st century learner by integrating technology iton content area lessons.

Before We Start

Let’s look at each of these elements in turn. Unfortunately, space prohibits a full examination of the scenario. Given space considerations, you can find more details in the accompanying website (which features a sample 90-day plan). You will also find a response by Roger Wagner (featuring an interview that TCEA member Tim Holt (@timholt2007) conducted at the annual TCEA Convention.

#1 – Key Action Steps in the First 90 Days

stem

“The first 90 days of any job is crucial. It’s the standard grace period for new employees and the time during which first impressions are made,” writes Melissa Llarena in Forbes. No 90-day plan can succeed without relationship and trust-building conversations, technology infrastructure, and collaborative movement forward.

When crafting this sample 90 day plan, I organized  the plan using a cycle centered around four action steps. Those action steps include:

  1. Plan: Involves generating leads with stakeholders, reviewing past actions and programs, moving forward after conducting needs assessments, and visioning
  2. Make: Propose a plan, develop a website that facilitates communication, and share resources with greater breadth in support of plan goals and strategies
  3. Collaborate: Connect and develop partnership strategies with internal partners, external partners, and programs, including non-profit and for-profit entities
  4. Tools: Decide on logistics and benchmark tools to be used in supporting movement towards plan goals while inventorying existing technology available

Assessment is embedded in the metrics developed in the Plan and Make steps. You can see a sample 90-day action plan online. The plan has been informed by Joy Shwartz and Roger Wagner (creator of HyperStudio and Hyperduino).  Developing programs and partnerships remains an important component of any school or district STEM program.

#2 – Programs and Partnerships for STEM

“My vision for the center is to provide a place for students to wonder, experiment, and be exposed to technologies, ideas, and careers they have never thought of,” says Joy Shwartz.  How do you develop programs and partnerships for STEM, especially in low socio-economic areas?

Listening to Dr. Reagan Flowers‘ podcast STEMcast, you can get a real sense of how to respond. STEM contextualizes science, technology, engineering, and math concepts in real life problem-solving. Let’s take a look at a few potential partners to build relationships with.

Partner #1 – C-STEM

Project-based learning, problem-based learning (xBL), takes on another component with C-STEM. The “C” represents Communication for Dr. Flowers and encapsulates STEM, providing students the opportunity to see the utility of tough topics in real life. Dr. Flowers suggests that urbanization managed poorly can cause problems. In turn, students in STEM programs can be tasked to develop solutions to urbanization problems. The solutions involve robotics, civil engineering, coding, art, and film-making, all while trying to answer the questions urbanization problems present.  In addition to the C-STEM Program, schools can reach out to local businesses and organizations. For example, Joy Shwartz reached out to Lamar University and Exxon Mobil for guidance and/or funding. Other school districts, like South San Antonio ISD in San Antonio, Texas, connect with the University of Texas at San Antonio and St. Mary’s University for their SAPREP and PREP initiatives, respectively.

Partner #2 – Texas Regional STEM Accelerator

The Texas Regional STEM Degree Accelerator (STEM Accelerator) initiative provides grants to help support regional teams of education and workforce partners. Their goal is to “increase the number of students who will earn a STEM credential.” They work to provide professional development, align math pathways from K-12 to higher education to workforce, and develop sector partnerships between education and workforce.

Partner #3 – Transformation Central Texas STEM Center

Per their website, the “Transformation Central Texas STEM Center strives to improve student achievement outcomes in math and science as determined by state and national standards for all students.” The Center offers professional development that emphasizes STEM-literacy and hands-on problem-based learning experiences for students. They also showcase the all-important career pathways that help children see what they could be doing. As Dr. Flowers points out in her STEMcasts, it’s hard for children to imagine themselves doing something when they haven’t seen it before.

#3 – Integrating Technology

Integrating technology into the curriculum often occurs as a focus on xBL, where x represents Project, Problem, or Passion, with hands-on technology use. Students have ready access to technology (e.g. iPads, Chromebooks, Surface tablets), powerful tools (e.g. Google Suites, MS Office 365, Apple tools) that are often low-cost, if not free. A wealth of web-based tools also exist. The challenge is less “How do I do this?” and more about what is the best way to solve a real-life problem. Approaches like C-STEM combine project-based, experiential learning opportunities for students engaged in real-world problem solving. And since technical solutions must be communicated, filmography and media-based communications (e.g. social media, audio, and video) provide the “wrapper” for any STEM solution developed. Just as educators build their professional learning networks (PLNs) to stay abreast of changes in rapidly changing fields (e.g. coding, robotics), students must also learn to create and manage networks that keep them engaged and connected.

Connect

Are you ready to learn more? Check out the companion website for this blog entry. It includes a sample presentation, 90-day action plan, and tons of resources for you. You might also see how TCEA can be a partner for you.

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robotics
RoboticsSTEM/STEAM

Snapshots of Brilliance at the TCEA State Robotics Contest

by Susan Meyer
written by Susan Meyer

I’m on the ground at the TCEA State Robotics Contest witnessing some incredible displays of engineering thinking, creativity, and collaboration. These kids have traveled from all over the state after competing in area contests. Some have worked in teams to create amazing inventions to solve real-world problems. Others have built and programmed machines to complete complex tasks in the Robotics Arena. All have demonstrated critical thinking and a passion for STEM learning.

Head to Head in the Robotics Arena

The Arena competition is where the tension really mounts. The students have TCEA State Robotics Contestspent months preparing a solution to the competition challenge. This year’s challenge, Code 3, centers around emergency preparedness. The teams sets up their robot and gather around the arena table in anxious anticipation. The clock is set: two minutes. At the count of 3, 2, 1, LEGO…they’re off!

Each team’s robot has to complete as many of the event problem’s tasks as it can in the set time limit. Teams built their robot using one LEGO EV3 or NX, a specific set of motors and sensors, and other LEGO-branded elements. Additionally, teams were allowed five dollars to incorporate non-LEGO parts on their robots. Even using the same parameters to solve the same challenge, it’s fascinating to see the different approaches and materials used by the different teams.

At the end of their two minutes on the arena floor, teams may be elated that their robot functioned just as they hoped. Or, for some, their robots didn’t quite work as planned, but they still had fun. One competitor shortly before his team’s turn in the Arena said his favorite thing about robotics is “the chance to turn trash into better.” He continued: “At first you have no idea where to start, and the first thing you try usually doesn’t work, but eventually you come up with something great.” In robotics, you quickly learn that there’s no such thing as perfect, and failure is just a part of the process.  

Inventing a Better World

While the Arena teams were battling it out for points, I stopped by the Inventions Hall to check out what the teams had created. I was blown away by their ideas. They aren’t just seeing the world and accepting it as it is. They are not seeing problems as obstacles, but as opportunities to find solutions. After talking to a few of these visionaries, I’m pretty excited that they’ll be the ones transforming our future.

TCEA State Robotics ContestMany teams focused on ways robots could do jobs that would be dangerous or hazardous for humans. One team designed a robot that could fight forest fires, providing a cheaper alternative to helicopters that could keep firefighters out of harm’s way. Another team designed an emergency water testing robot that could detect hazards in volcanic runoff. Some teams focused on robots that could help the elderly or individuals with disabilities. One robot was designed to be an alternative to a seeing eye dog. Another offered a more affordable solution to robotic prosthetics. A few teams focused on clever things that can make life a little easier like a mailbox robot on wheels that can bring the mail right to you or a robot that can make a ham and cheese sandwich with the push of a button!

Overall, the teams not only programmed functional prototypes of their creations, but also came up with polished presentations and marketing plans for their ideas. When asked what he loved most about robotics, one team member said “It’s the satisfaction of the final product. It can not work a million times, but when it finally does, it’s all worth it.”

Are You Ready to Robot?

I hope you enjoyed this insider look into the TCEA Robotics Contest. Do you have a robotics program in your school? If so, we’d love to hear some more great ideas from your own legion of robotics masters in the comments. Don’t have a program yet or ready to kick your robotics program into high gear? Consider joining our EV3 Robotics Workshop in June. Find out more or register here. 

 

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clock and wall sign displaying "MakerSpace"
LeadershipLibrariesRoboticsSTEM/STEAM

Pursuing the Makerspace Will-o’-the-Wisp

by Miguel Guhlin
written by Miguel Guhlin

“One of the challenges for ed tech folks to bring about change is knowing how to do it,” I said to Steve Dembo (@teach42) when he visited Austin, Tx for the TCEA TEC-SIG spring meeting. It was a conclusion I had come to after many years as an ed tech advocate. For those seeking to pursue the school makerspace will-o’-the-wisp eldritch light, overcoming this challenge is critical. This blog entry discusses this question in the context of school makerspaces.

A Question of Trust

True leaders know how to build relationships that engender trust, trust that eases the bumps and bruises of walking forward in the unknown dark. Most educational technology folks focus on the benefits of the technology as their main selling point, yet this can be insufficient. Adopting a maker attitude and building makerspaces in schools and libraries seems obvious. Yet the challenge isn’t the technology. It’s the human relationships that support any change effort. Without trust in the technologist, no technology can succeed.

Tip #1 – Build Relationships

“You have to meet with people before the big decision is made,” said one colleague years ago. “You need to introduce the ideas and information so that people have time to think about it, one on one.” This tip for relationship building is to start having conversations that genuinely show concern for the needs of others. As trust builds and as you get a sense for how others think (and feel), you can start introducing some of the core ideas of the maker movement.

Makers may be defined “as people who design and make things because they find it intrinsically rewarding to make, tinker, problem-solve, discover, and share what they have learned” (Kalil, 2013). Your school and district leaders, librarians, and teachers must understand this isn’t about the technology, but is rather about cultivating a maker attitude in themselves and students.

Tip #2 – Avoid Oversimplifying What a Makerspace Is

With that definition in mind, it may still be possible to focus on the tools and technology. That is, on Raspberry Pi vs Arduino, 3D printing vs bead-making, drones vs cardboard creations. Or it may be all of the above. As Lee Martin points out in The Promise of the Maker Movement for Education, if the focus is on the technologies and tools, then you’re missing the point. Martin goes on to point out:

…the history of the adoption of computers in schools suggests a lurking danger: a seductive, but fatally flawed conceptualization of the Maker Movement that assumes its power lies primarily in its revolutionary tool set, that these tools hold the power to catalyze transformations in education.

Tip #3 – Establish a Budget

Once you have built trust with district and/or campus leaders and gathered the as yet untrained support of librarians, you will need to establish a budget. When setting up a makerspace budget, consider what kind of space your stakeholders will find easiest to begin with and that has minimal budget impact. It’s much better to have a low-budget success than a high-cost failure stalled by expensive technology. For example, when rolling out Raspberry Pi for a summer camp, I failed to take into account the time required to setup the devices and all the necessary extras (e.g. WiFi USB dongle, cables, and stuff) needed for a student do-able activity. Worse, the cost of all the additional items killed the initiative its first year because supplies were not available from our usual vendors.

If you lack purchasing authority, you may need to pursue crowd-sourced funding options such as Kickstarter and DonorsChoose. View some suggestions and tips online.

Tip #4 – Approve the Right Vendors

Even with a budget in place, you may find yourself at a temporary impasse as your standard vendors may not have what your makerspace needs. You may need to contact sole source vendors to obtain necessary sole source letters and W9 forms to be able to do business with them. You may also want to find a convenient reseller. The reseller is someone you do have an open purchase order with that can order what you need from vendors not on your district approved list. This can be a real time-saver.

Tip #5 – Create Your Own Buzz

Aside from staying in constant contact with stakeholders who have supported you, you will also want to amplify the voices of teachers and students who have become makers. Several ways to accomplish that include:

  • Conduct a weekly podcast featuring pictures/videos of student creations, no matter how cheesy they may seem at first blush. Part of your work is documenting the growth of makers in your community, so tweet, Instagram, and Facebook pictures and videos. You can schedule tweets in advance to ensure their maker attitude is on display seven days a week. Find out how here.
  • Create tiered levels of experience that align to the skill level and age level of young makers. This can ensure your makers are always learning and growing towards something.
  • Build up your stock of resources and setup supply lines within your academic community. This way, you will have a ready supply of cardboard and other raw materials for less techcentric activities. This will also lower your overall cost.
  • Develop a community of mentors for both staff and students. Actively encourage mentoring and differentiate between levels of experience. You want to build depth of the community, and you can accomplish that by implementing badging for various aspects.
  • Invite leaders to give making a try, and include students with parents. Spend time sharing the importance of cultivating a maker attitude up front, and align everything you say and do to that.

Final Thoughts

Remember that just as you are building a maker community in your space, you need to be an active participant in other maker communities. As your learners are nurtured, so must you be committed to receiving and learning with others. Some people to start following and connecting with include:

 

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