Make the Future
Summit 2022
Creative Constructor
Lab Virtual
Leadership Exchange
at ISTELive 21
Edtech Advocacy &
Policy Summit

Code & Go: An Expedition in Creating Computational Explorers

Explore and create
Pre-registration required

Explore and create : BYOD


Sunday, June 23, 11:30 am–12:30 pm
Location: 115A

Kimberly Luiz   Nicole Partyka   Kate Wakefield  
Even littles can learn the "literacy of code" in an hour, but how do educators take it further? Our integration of computational thinking for K-4 students within social studies content sparks engagement in this global-ready field. Join us on a journey to creating with 360, VR and bots.

Audience: Curriculum/district specialists, Teachers, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Smartphone: Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS
Participant accounts, software and other materials: Google: Tour Creator, Street View, Expeditions, Slides, Drawing;
Ricoh Theta, CoSpaces EDU, Blockly for Dash and Dot, SPRK Lightning Lab, LEGO WeDo 2.0
Focus: Digital age teaching & learning
Topic: Computer science and computational thinking
Grade level: PK-5
Subject area: Social studies, Computer science
ISTE Standards: For Students:
Computational Thinker
  • Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
For Educators:
Designer
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
  • Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

Proposal summary

Purpose & objective

As a result of this session participants will develop an understanding of the various ways to incorporate 360 photos and videos, virtual reality, 3D design software and computer programming with robots to impact learning in the elementary social studies classroom. Participants will engage with and curate a repertoire
of technology tools to help them implement the use of virtual field trips as well as learn how students can create this content. Discussion time will be allotted to discuss possible roadblocks and
challenges in their school communities.

Outline

40 minutes

Presenters will involve participants in some hands on experiences
using a exploratory approach throughout this session of learning.
Participants will have an opportunity to explore innovative ways to bring real world places into their classrooms. Applications provide coverage of the various types of interactive real-world experiences for students including 360, VR, Design, Coding and Robotics.

10 minutes
Participants will work in small groups of similar interests/needs to review materials and make modifications to fit their own needs. Presenters will be available to work with the small groups and answer questions/provide guidance as needed. Each participant will be challenged to leave with a plan of how to incorporate one of the tools shared in their social studies classroom this upcoming school year.

10 minutes
Share outs and closure
Presenters will address common questions that occurred during the small group breakouts. Participants will be encouraged to verbally share their plans for the upcoming school year/ participants will also be invited to share
their ideas in a shared online space for other participants to build on. Participants will be encouraged to revisit this space for questions and support once they begin to implement ways to make their social studies classrooms interactive and real-world experiences.

Supporting research

What the Research Says about VR in Classrooms: Five research-based ways to use VR for learning. Tanner Higgin. Common Sense Media, April 03, 2018.
This article highlights five best practices for incorporating the emerging tool of VR in classrooms. These include: be selective, deliver content, limit time, use for engagment, and build empathy. While VR is a fascinating tool, it is important to evaluate it's impact on learning and possible setbacks before beginning use in the classroom.

Virtual, Augmented, and Mixed Realities in Education (Smart Computing and Intelligence) by Dejian Liu (Editor), Chris Dede (Editor), Ronghuai Huang (Editor), John Richards (Editor). Springer; 1st ed. 2017 edition (November 15, 2017).
Through a thorough description of the current state of the art of various types of immersive learning this title discusses advanced approaches in the design and development for various forms of immersive learning environments, and also the emerging innovations in assessment and research in the field. In addition, it demonstrates the opportunities and challenges in implementing advances in VR and immersion at scale in formal and informal learning.

The 5th ‘C’ of 21st Century Skills? Try Computational Thinking (Not Coding) By Shuchi Grover. Ed Surge. Feb 25, 2018. In this article, the writer examines the research based practices of preparing students for a new computer generation where every field is and will be impacted by computer programming. She asks, "But the big question is: Does current K-12 education equip every student with the requisite skills to become innovators and problem-solvers, or even informed citizens, to succeed in this world with pervasive computing?" Integration within content areas is key to delivering these timely and essential skills for students whose daily work life will be impacted.

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Presenters

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Kimberly Luiz, Newington Public Schools
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Nicole Partyka, Newington Public Schools
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Kate Wakefield, Newington Public Schools

With a 6th year in Educational Leadership from CCSU, Kate holds certifications in School Library Media and Intermediate Administration. Currently she serves as Educational Technology Teacher for Newington Public Schools (CT). With over 20 years of experience working with K-8 children, her passion for technology is rooted in creative change. She’s presented for EdTech Team, CECA, CS4CT, UCONN and ISTE conferences. She was CECA's Elementary Educator Award winner in 2014 and CASL’s Pellerin Classroom Teacher Award winner in 2019. Kate is a Google Certified Educator, Google Certified Trainer, Code.org Facilitator, CECA board member and Seesaw Ambassador.

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