So, They Asked Me to Teach Coding ...Remotely

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Friday, December 4, 11:30 am–12:15 pm PST (Pacific Standard Time)
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Heather Giles
Starting in August my course was swtiched to an asychronus model of coding instruction. Reflecting on the process from our emergency remote learning, I will talk through the best ways to reach our students at home with coding.

Audience:	Teachers, Technology coordinators/facilitators, Library media specialists
Skill level:	Beginner
Attendee devices:	Devices required
Attendee device specification:	Laptop: Chromebook, Mac, PC
Participant accounts, software and other materials:	SpheroEDU App on Tablets, LEGO Education Google App if using Chromebooks
Topic:	Computer science & computational thinking
Grade level:	6-8
Subject area:	STEM/STEAM, Computer science
ISTE Standards:	For Students: Empowered Learner Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. Innovative Designer Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. Computational Thinker Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

Proposal summary

Purpose & objective

Each participant will be able to:

Implement a Google's CSFirst and Scracth, CodeHS and some other online coding platforms into the remote learning environment.

Outline

-What was "Enhanced Tech?" to What is "Enhanced Tech?"
-Reworking the Course Content
-How it works Remotely.
-Ready-made resources to use with your students in a Remote Setting.

Supporting research

https://www.birdbraintechnologies.com/standards/
https://colleengraves.org/2016/06/07/invention-literacy-research-part-one/
https://www.fingerfoodatg.com/sphero/
https://www.cmu.edu/roboticsacademy/Research/index.html

https://static.codehs.com/docs/WhyComputerScience_2017.pdf

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