MR. LEE DIV. 5

The following is a summary or highlights of a workshop I participated in. It is based on notes taken during the workshop, so any errors will be on my part. 
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There are a number of technologies available for ADST learning in the classrooms.

Micro:bit and Makecode allow for science experience and robotics and can be used up to the high school level. They are powerful options as you can code and simulate experiments online. The best part is the price: less than $30. 

Scratch is a powerful tool for coding. It is based on block-based coding, a great starting point for young kids, which leads into script-based coding in high school and beyond. There are numerous tutorials available and the ecosystem for Scratch is vast. The best part for a classroom is that students can share their work and other classmates can learn from and modify or "remix" their programs. Essentially, Scratch can be used in ways only limited by the understanding of the coding language and one's creativity. Cross-curricular activities include telling a story, narrating, making music, showing science and socials understanding. 

Tinkercad allows for 3-D design, circuit design and coding. There is an online classroom, lesson plans and tutorials. Examples of some items include First Nations pieces, math manipulatives, geometric math shapes, gears, car wheels and PPE ear savers.   

Source: Eric Bankes, Sept. 1, 2020, Summer Institute workshop

​This PRO-D at William F. Davidson Elementary was all tech-related, thanks to the new curriculum known as Applied Design, Skills, and Technologies. It was led by Zale Darnel, and staff from Apple.
The steps involved in applied design are the following: understand context (empathize); define; ideate; prototype; test; make; share. A distinction between coding and programming (for our purposes) is that coding is a higher-level and simpler language to program, such as Hopscotch, suitable for elementary students, while programming requires the use of more lower-level understanding of languages, like Java and C++. 

We started with coding using iPads and BB-8 Sphero. Our goal was to work in teams and code the app to maneuver BB-8 along a predetermined route. It was a lot of fun and we took turns for each step. We found that it was difficult to be accurate and that the Sphero tended to spin and lose stability and direction at times. Still, after many attempts, we were able to reach our destination.  

Next, we used Hopscotch to make a Frogger/Crossy Roads type app. The main difference now was that we didn't have a physical object to program, simply a virtual game. There is a slightly differently appeal I feel for students who are able to be totally immersed in the virtual game world, where some kids may enjoy the hands-on feel of a robot more. Still, both held similar challenges, and I think the key component was definitely testing. Trial and error seems to be norm, probably until you become more proficient at coding/programming. As with any language, spoken or otherwise, mastery of the grammar and vocabulary is critical, and with more practice and feedback, fluency is increased. Being able to persevere is another skill that would be beneficial to accomplish both of these tasks.

Finally, an even more hands-on activity was building a rocket propelled by air pressure. We all had a variety of materials and a basic starting point. After that, it was up to us how we wanted to design and build our rockets. The challenge was to build one that could travel the farthest distance. Using file folders, stiff cardboard, lots of tape and hot glue, I managed to design and build one that went 300 feet with about 90 lbs./square inch of air pressure. I didn't have the farthest (330 ft.), but I was still pleased with my rocket. I think the best part was working alongside others while still building individual rockets. Being able to prototype it and test it frequently was a bonus; although, it was difficult in the time period to really create a radically new prototype, but rather make incremental improvements and adjustments. I think at a certain point, you do need to bring more theory of flight and aerodynamics to make greater gains in improvement. Building and making is fun, but knowing why and how something works  can be just as fun and a lot more useful in the long run.    

All in all, a great day of hands-on experiential learning, and I look forward to implementing as much as possible in all the subject areas. That balance between theory and practice (knowledge and practical) is so important for our students. 

Our grade 4 class has volunteered to spearhead an area of technology at Surrey Centre Elementary. Already a number of our students have taken the initiative to create projects for the 3-D Printing Club, as well as during our Wonder + IDEAS (Genius Hour). 

But now it's time to move even further, and get everyone up to speed. Personally, I think I was a little worried that I might not know how to do it, so I've been procrastinating a bit. But the best thing to do when you're worried? Just jump in--and tinker. The best thing about virtual platforms is that if you make a mistake, you can simply press UNDO and try it again...and again...and again. 

I've been following the basic lessons from Tinkercad, and it's really quite easy and fun. (I think I just designed my own keychain!) I also think that any kids that have played Minecraft will find this to be just another day in the park, since they've designed and played in a 3-D world. Even playing with Lego and other building blocks will make the transition relatively seamless.  

What I find fascinating is that while virtual reality, video games and TV/movies are trying to pull people into the digital, virtual realities, 3-D printing is doing just the opposite: using virtual technology to build and create objects for our physical reality. (I'll save this discussion for another day.)

Cross-curricularly, I can see connections to art in terms of many of the elements involved: shape, form, colour, line, space, perspective. As well, there is so much accurate measurement involved, so students are using math constantly. 

Finally, I can see 3-D printing being not only a great design and prototyping endeavor, but for the Entrepreneurs Fair for grade 5s, it can actually be a cost-effective manufacturing process of smaller items, such as key chains or rings. 

I'm even more excited now that I've personally spent more time playing around with 3-D printing. And isn't that what education and learning should be about? Tinkering, playing and learning--all at the same time.