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Coding/Computer ScienceEducational TrendsRoboticsSTEM/STEAM

Three STEM Ideas to Grow On

by Miguel Guhlin
written by Miguel Guhlin

“Where do you get your inspiration for STEM lessons and activities?” a colleague asked me last week. The seeds of great ideas are all around us. One approach involves searching through my blog subscriptions. In this blog entry, I’ll share a few STEM ideas from various sources.

stem ideas(Image: Design robotic hands to pick up a ping pong ball in an hour. Source: Tweet)

Three Sources of Inspiration Plus One

Digging up great ideas can be tough. Here are a few ways you can find innovative STEM lesson ideas. I’ve included custom

stem ideas

searches for each to get you started.:

  • Pinterest Perambulation: Take a walk through Pinterest and you’ll find a wealth of activities. You can search through this blog entry on DIY STEM projects for some examples. An intriguing number of images pop up, too.
  • Web Search: Use a search engine and you will dig up a lot of content relevant to STEM. Unfortunately, it may not be that usable and you will wade through hundreds of pages of content just to find one or two gems.
  • Twitter Hashtag Search: You can also use a Twitter search to find relevant STEM projects. A hit or miss proposition, you may still find great content. Some hashtags to start with include #STEM, #girlsinstem, #STEMPBL, and more.

Those approaches alone are phenomenal. For example, who would have thought you could find a lesson on architecture with LEGO? Consider this tweet:

Students at @Harmony_NJ learned how strong columns and pillars can be. They did this during our Superstructures Architecture class today!

Yet another way to get inspiration is to read detailed accounts or find fresh ideas in a blog entry. I subscribe to over a thousand blogs using the QuiteRSS reader. With QuiteRSS reader for Windows (or Mac), I am able to search those blog entries for keywords like “STEM.”

STEM Idea #1: Space Station Academy

“Do you want to send your students on a space mission?” asks Monica Burns at ClassTechTips. Monica does a great job of sharing this resource. She shares that it “launches students into space to explore different STEM topics.” Students study science and engineering with the International Space Station as a platform.

The Virtual High School (a non-profit) shares these courses and information:

  • Science from Space (grades 7-10) – Online elective science course teaching key STEM concepts (15 weeks, .5 credits)
  • Mission to the ISS includes projects for different grade levels:
    • 6-12 – Online cohort-based summer course (4 weeks)
    • 4-12 – Blended course for integration into classroom instruction (10 modules)
    • 4-6 – Teacher licenses for entire grades of students (10 modules)

Learn more about this online.

STEM Idea #2: Stock Authentic Engagement

“Knowledge is a consequence of experience,” said Jean Piaget. Creating authentic, engaging experiences assists students in internalizing information (source: Gary Stager). The process they go through results in knowledge. How do you stock authentic, engaging experiences in your classroom or STEM lab? You could start with DIY projects like balloon-powered cars:

The lists of what to put in your STEM lab are endless. Here is an excerpt from a few Julie Daniel Davis has recommended (I’ve made some additions):

Robots:

  • Cubelets. These cubes use magnetic power to connect into larger, simple robots.
  • Cue Robots. Use block coding or javascript (like MakeCode).
  • Dash and Dot Robots. Use with elementary students with block coding apps like Wonder, Blockly, Go, or Path. You can use MakeCode.org, too.
  • Ozobots’ Evo and Bit. Start with color coding and move to block-based coding.
  • Sphero.

Mini Computers:

  • Micro:bit. Microsoft’s Micro:bit can do so much and comes with rich curriculum worth checking out (free). One big benefit is that quite a few teachers and students use it given its global launch a few years ago. Check YouTube.
  • Makey Makey. This facilitates learning about circuits. There are many projects you can do with it.

Other

  • Merge Cubes. Jump start your students with holo-powered AR/VR.

What else would you add to your STEM-oriented classroom or lab?

STEM Idea #3: Make Magnet Magic

Do you keep magnets on your desk? When I was a kid, I did. I only stopped when I started valuing floppy disks and monitors. Those fears are out-dated and magnets remain a great way to teach STEM concepts. Dowling Magnets makes this point:

Magnets make the world go ‘round – almost! They’re inside microwaves, TVs, speakers, motors, trains, and more.

Dowling asserts that students need to investigate and understand how magnets work. They are “key skills in STEM and Next Generation Science Standards.” Those NGS Standards include motion, stability, forces, interactions, and more. Matter, its interaction and energy, is also included. While magnets and iPad screens don’t go well together, there are many projects to jump into with them.

Three STEM Ideas to Grow On

“I need some help and guidance. I have money to spend. What should I spend it on?” Answering this question can be tough. Some may want to jump in and buy expensive 3D printers, iPads, and LEGO Robots like EV3 or  WeDo. Those may be a great start. I hope this blog entry offers some options and resources you can use to grow your STEM program.

References

Feature Image. STEM Architecture. Available online via Twitter.

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elementary problem solving
Coding/Computer ScienceRobotics

The Dump Truck Incident: An Elementary Problem-Solving Challenge

by Guest Blogger
written by Guest Blogger

The Dump Truck Incident (also known as the Pumpkin Push) is a problem-solving challenge that can get your elementary students excited and thinking about engineering concepts in a new way. With an inexpensive set-up and a fun problem to solve, let your students loose to figure out the best way to clean up a mountain of gourds from a busy roadway.

Reporting Live from the Scene

“Oh, I am so glad you are here!  I’ve been waiting for you. There’s been an accident on the East-Tex Freeway in this 8 a.m. traffic.  We have quite a mess! A dump truck has wrecked and lost its load of pumpkins! No worries though. The driver was not injured…he walked away just fine. However, traffic is ALL backed up. They said they were sending over a group of fourth grade engineers. You are the ones they were talking about, right?”

The responses are huge smiles, big nods, and hearty yes-es!  I’ve hooked them.

On the floor is my best attempt at creating a highway (paper and marker), a toy dump truck ($5 at Walmart) on its side, and “pumpkins” (orange pom-pom’s purchased from Michael’s) all across the road. The students survey the scene and we briefly discuss what might have happened and what problems may arise because of this spill.

Brainstorm, Research, Engineer, Repeat

Now that we’ve surveyed the problem, it’s time to solve it! As a class, we discuss the forces of motion including push and pull. I ask for volunteers to demonstrate each term. Then I ask how could we use this information to help us with our problem. In every group, they respond that they could push or pull the pumpkins out of the way and clear the roadway.

I then talk to them about plows (my students here have no idea what a snow plow or truck plow is) and we research plows together. You could conduct this research on individual laptops, if available, or a big clear touch monitor as group.

After they have read up on plows, they are ready to apply their research. I ask them to design on paper a plow they could build to attach to a robot. So far, I have used Ozobots; but this activity could be done with any type of robot. I have plans to try this out with LEGO EV3 robots in the future. What I like about using the Ozobot is that if I need to shorten the activity, the students can use the “line following” feature to speed things up instead of programming the bots using Ozoblockly. I like that flexibility.  

Try, Fail, and Try Again!

Once they have designed their plow attachments on paper, I provide materials for them to build their creations. The first day I did this activity, it was a teacher fail. We are lifelong learners, right? The materials I provided were too heavy for the Ozobot bits. The students’ designs were awesome, but they were just too heavy. Armed with this new knowledge on the second day, I traded the tongue depressors and glue for one index card, two pipe cleaners, and tape. Success!  

I told the students they could build something to push OR pull the pumpkins out of the way and that they could use all or part of the materials to build their plow. I had scissors available in case they needed to cut their card or pipe cleaners. I also provided a piece of paper with a black line on it and a few of the “pumpkins” so they could test their robot and plow before we moved to the roadway. If students were not successful in pushing the pumpkins out of the way, I encouraged them to work with their group and modify their design….but not to give up!

Final Thoughts

You could modify this lesson to fit so many different scenarios and add other objectives like drag and friction. It’s important to have the students work in groups on this and complete the designing part on paper before they begin construction. It is also important to reflect at the end of the activity as a group about what worked and didn’t worked.

One day, some engineers from Exxon-Mobil joined us. I loved seeing them work with the students!  

This is a guest blog by Joy Schwartz. Joy is the Beaumont ISD STEM Coordinator and a 31-year veteran mathematics, computer science, and robotics educator. Her passion is providing students with opportunities to experiment with STEM-related tools that they have never worked with (drones, robots, 3D printers, etc.) and discovering their hidden talents! Find Joy on Twitter @joyschwartz or www.layeringlife.wix.com/1313.

One extra note from Peggy Reimers: Joy unleashed The Pumpkin Push aka The Dump Truck Incident in October. But I can see where you could easily make the dump truck spill red, green, and white pom-poms for tree ornaments, green pom-poms for St. Patrick’s Day, or pastel pom-poms for spring time. Joy used Ozobots, but many other types of robots could be used in this scenario. Thanks Joy!

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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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lego rocket orange fun brick
STEM/STEAM

Fantastic Nerdy Fun with LEGOs

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

 

Love legos? Check out our upcoming robotics training and workshops:
Intro to Lego EV3 Robotics
Mission Possible Summer Camp: Lego EV3 Robotics in the Classroom

Who doesn’t enjoy playing with LEGOs? There are more choices with LEGO today than when we were kids. There are also more choices as to making designs. If you don’t have an engineer or architect in the family, then consider using one of t

he following tools to convert 3D objects to ones made of LEGO bricks. For easy comparison purposes, we’ll use the same file, Cartoon Rocket by frankvb, with each tool so you can compare the quality and results.

Tinkercad

Tinkercad has to be one of the easiest CAD programs for kids. Students as young as kindergarten and first grade can start creating after learning just two or three simple skills. Plus, the new Brick feature makes it easy to convert your creations to LEGO designs. You have three resolution choices (1x, 2x, or 3x design size) with each increasing resolution making the final design larger. Though you’ll use the most LEGO bricks when using the 3x resolution, others will appreciate your work all the more. To “brickify” your object, just follow these steps:

  1. Load (or create) your 3D object in Tinkercad.
  2. Click on the brick icon in the top right menu area. Tinkercad will render your object. Larger and more complex objects may take a little longer to render.
  3. Select the preferred resolution (1x, 2x, or 3x).
  4. Click on the Layers button to review the design layer by layer. The indicator at the bottom of the design will indicate which layer you are viewing and how many total layers.

Tinkercad does not identify how many bricks you’ll  need, so you’ll have to make an educated guess. Review the online design and construct your piece, scrolling through each layer as you complete it.

Online Voxelizer

Dutch coder and designer Arjan Westerdiep has created Online Voxelizer to help you convert 3D objects to voxels; think of voxels as three-dimensional pixels. One advantage to using Online Voxelizer is that it will identify how many voxels (or 1 x 1 blocks) are used. Begin by opening a .obj or .stl file (remember, the larger the file size, the longer it may take to render/construct your object). Adjust the slider bar (from 1 to 128) to identify the resolution desired. A small slider bar below the resolution slider also allows you to adjust the transparency, which is helpful when identifying internal construction. At the highest resolution (128), the cartoon rocket object was 55 x 55 x 128 bricks and consisted of 18,358 voxels (151,735 voxels if the object was solid and not hollow). Click on the 2D icon to open the layer inspector which will slice the rendering for you; you’ll be able to scroll through each layer and refer to it during construction. There is not a way to download individual layers.

NOTE: I was not successful with Chrome or Firefox and Online Voxelizer. Microsoft Edge browser had no problems running the cloud-based application.

Brickr

Though you may feel like you are having to jump through a few hoops for your final product, Brickr does provide a nice conversion. To begin with, you’ll need an .obj file to upload. Since my original one was .stl, I went to meshconvert.com, uploaded the .stl file, and chose the Wavefront Object .obj format as the output. You are now ready to load your shape into Brickr. You will be prompted to specify the resolution; 30 appears to be the default, but was not acceptable to me. So I reloaded my shape and increased the resolution to 96. The resulting construction was decent. For a layer-by-layer map of how to assemble the bricks, click the “Save Instructions” button (bottom left of dashboard), give it a file name, and select whether you prefer the image layers as png, jpg, or svg format (I recommend png). It may make it easier, prior to saving instructions, to select Random as the brick color as this will help you distinguish different size bricks (and possible postpone getting cross-eyed in the process). You will now have one image for each layer; in my case, I ended up with 33 layers (instead of assembling from bottom-to-top, it sliced the construction from side-to-side.

Tinkercad
(3x resolution, 71 layers)
Tinkercad rendering

Online Voxelizer
(128 resolution, 128 layers)

Brickr
(96 resolution, 33 layers)

Recommendation for LEGOs

If you are wanting to convert a 3D object that the students will work together to construct, I recommend using Brickr. Once you render to brickified model, save the instructions as .png files and then print each of those files. Label each page with the layer (and possibly hole punch to keep in a binder for storing). Divvy out the pages to various groups of students and have them each construct their portion, which will combine with other groups’ work to create the final amazing LEGO construction.

Prior to beginning your project, you might have students measure a LEGO brick and then have them estimate how many bricks it will take to complete the rendering. After they get started, they will definitely want to modify their guess, which is good since that shows they are editing the calculations in their mind and becoming better at spacial reasoning.

Once you convert your object, share a screenshot of it with us. Better yet, share your final LEGO construction (along with how many bricks it took) with #TCEA and #brickify!

 

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Mandy Taylor
Educational TrendsGood TeachingGoogle Tips and Tricks

Member Spotlight on Twyla Felty

by Susan Meyer
written by Susan Meyer

Twyla Felty

Twyla Felty (left) at the 2018 TCEA Convention.

TCEA members are many things. They’re resourceful, innovative, and creative, to name just a few. And today we want to shine the spotlight on one of our members who exemplifies all of these and more. Twyla Felty is a Technology Instructional Specialist for Eustace Middle School. She’s also an advocate for STEAM learning and a great source of advice on technology implementation and supporting educators. In this interview, she shares her recommendations, her go-to resources, and the cool project she’s most excited about.

Taking the Tech Road

Twyla has worn many hats in her 18 years with Eustace ISD. She has taught everything from kindergarten to fifth grade science and math to middle school. But her career took a tech turn in 2008. She was working on a master’s degree and planning to take the leap into administration when she attended an ISTE conference in San Antonio.

As Twyla remembers, “My district sent teachers to attend, and, after the conference, our Superintendent, Dr. Coy Holcombe, decided to create new positions on each campus to facilitate and support the use of technology in the classroom. I was picked for the job on my primary campus!”

Full STEAM Ahead

For Twyla, every day is different. From troubleshooting technology concerns and supporting online testing to managing social media and planning technology professional development, her day is never dull. She also loves the creative aspect of her job. She has particularly gotten to flex her creative muscles in Eustace’s new STEAM Studio. “This year, the STEAM Studio gave me the opportunity to create a learning space that allows students to freely explore materials and learn on their own. It’s exciting to be a part of that process, and I am constantly looking for new ideas or activities to provoke interest and challenge our students.  Working with teachers provides a different type of creativity as we work together to pair curriculum with appropriate tech tools to craft entirely new approaches and plans for classroom instruction.”

So what is the STEAM Studio like? It’s a creativity springboard. Twyla painted a wall to act as a green screen. Another was transformed into a LEGO wall. There’s even a “learning glass” for video production. The space is populated by bots aplenty, including EV3 kits, Ozobots, Spheros, Bloxels, Makey-Makeys, and Snap Circuits. Most importantly, the STEAM Studio is always advancing. As Twyla explains, “Each month, I try to add something new to the space and curate more materials for our creative corner through donations of items such as duct tape, cardboard, tubes, paper goods, plastic cups, ribbon, string….you name it!”

The studio can be booked by teachers for projects. However, it is also open two days a week for teachers to come “play” and learn about the capabilities of the space. Twyla is even running a morning robotics group out of the STEAM Studio and hopes to compete in a future TCEA State Robotics Contest. In addition to being an invaluable resource for the students and teachers at Eustace Middle School, the STEAM Studio has been rewarding for Twyla herself. “I have missed being in the classroom, and this STEAM Studio has restored my passion and energy for teaching!”

TCEA, All the Way

Twyla is a huge champion of TCEA. In the interest of humility, we’ll let her share what she loves about the organization in her own words:

“I would not be able to do my job without the support of TCEA! I have attended the TCEA Convention & Exposition for the past ten years, and each year I walk away with so many resources and materials that it takes me several months to slowly go through them to process and evaluate for use.  I also attend the TCEA Area 7 conference each June in White Oak, which provides me with professional networking and support closer to home. When I can, I love to attend the other conferences offered right at TCEA headquarters. Last year, I was able to attend the Innovative Learning Strategies Conference, and the summer robotics week of training is on my bucket list!”

Twyla has helped to support TCEA by getting more involved too. She is a Convention super volunteer, brilliant presenter, member of TEC-SIG, and officer of CAMP-SIG. By giving back, Twyla explains she’s been able to benefit, too. “In becoming more involved, I have been able to meet other digital coaches all over the nation!”

Tips from Twyla

Twyla has some great advice for other technology instructional specialists about creating a positive environment for learning and encouraging teacher buy-in:

  • Scaffold for teachers as you would for students. They are just little learners in bigger bodies.
  • Be patient! Technology changes quickly, but schools do not. However, small changes will add up over time.
  • You won’t win over everyone, so work with those who are willing.
  • Find joy in each day and keep alive the “teacher” part of your heart. It is, after all, why we got into this business of education in the first place.

And finally, we couldn’t interview Twyla without asking her favorite tech tool. It’s Google Suite for Education. “Google has created an easy to use ‘one-stop-shop’ of tech tools for teachers. Once teachers become hooked on the ease, convenience, and fun of running a Google Classroom and creating with technology, it makes it that much easier to move along to all the other great tools available online!”

To sum up: Twyla is an ed tech dynamo, and we’re so glad to have her involvement and continued support in TCEA. To learn about other innovative educators transforming education, you can read some of our previous member spotlight posts here,  here, and here. Do you know a TCEA member who needs to be in the spotlight? You can always email me your suggestions at smeyer@tcea.org.

 

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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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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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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.

Sign up for a TCEA Online, Self-Paced Course – $39 each

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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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Seymour Papert
Educational Trends

The Ed Tech Legacy of Seymour Papert

by Alexis Cline
written by Alexis Cline

At age 88, Dr. Seymour Papert passed away this July 31, 2016. While you may or may not recognize his name, Dr. Papert had a real impact on your life and your teaching career, especially when it comes to technology in education. Here are just a few of the ways Papert’s work influences teaching and learning today.

1. In the 1960s, decades before laptops and personal computers, Papert postulated that “Computer programming and debugging can provide children a way to think about their own thinking and learn about their own learning.”1

2. Dr. Papert’s book Mindstorms: Children, Computers and Powerful Ideas (1980) has been called the “seminal work on technology and learning.” The book postulated, “technology, rather than threatening traditional education, could enhance and support the type of learning educators believed in.” 2 LEGO’s EV3 Robotics kits are named “MINDSTORMS” in honor of Papert.

3. Papert’s examination of learning and technology led him to champion a Constructionist philosophy. In its simplest form, this is the idea that children create knowledge from experience. If you teach robotics, have a makerspace, or use computers to help students learn, you are following Papert’s Constructionist belief. 3

4. Papert, then a mathematics professor, served as co-director of the Artificial Intelligence Lab at MIT, where his collaboration with Professor Marvin Minsky resulted in the book Perceptrons, “which marked a turning point in the field of artificial intelligence.” 4

5. Dr. Papert, who enjoyed boundless curiosity and intellect, was one of the cofounders of the MIT Media Lab, which, “continues to focus on the study, invention, and creative use of digital technologies to enhance the ways that people think, express, and communicate ideas, and explore new scientific frontiers.” 5 Scratch and Scratch Junior, well-know, programming software, were both developed by the people at the MIT Media Lab.

6. In an August 1, 2016 memorial blog post, Dr. Mitch Resnick, a former student, longtime collaborator, and friend of Papert, is quoted, saying, “For so many of us, Seymour fundamentally changed the way we think about learning, the way we think about children, and the way we think about technology.” 6

Dr. Papert’s legacy is one TCEA proudly celebrates. His understanding of hands-on, minds-on learning and his early recognition of technology’s transformative potential in education laid the groundwork for the limitless possibilities and access to information now afforded to students around the world. While he will be sorely missed, his endowment will live on.

Sources
1. Harel, Idit, and Seymour Papert. Constructionism Research Reports and Essays: 1985-1990. Norwood, NJ: Ablex, 1991. Print.
2. Rifkin, Glenn. (2016, August 1). Seymour Papert, 88, Dies; Saw Education’s Future in Computers. New York Times, A21.
3.Harel, Idit, and Seymour Papert. Constructionism Research Reports and Essays: 1985-1990. Norwood, NJ: Ablex, 1991. Print.
4. “In Memory: Seymour Papert.” MIT Media Lab, 1 Aug. 2016. Web. 1 Aug. 2016.
5. “MIT Medi Lab FAQs.” MIT Media Lab, n.d. Web.
6. “In Memory: Seymour Papert.” MIT Media Lab, 1 Aug. 2016. Web. 1 Aug. 2016.

 

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