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Edtech Advocacy &
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Bringing Teotihuacan Culture to Life With STEAM

Participate and share

Participate and share : Poster

Thursday, December 3, 1:30–2:30 pm PST (Pacific Standard Time)

Mariana Bravo  
Alexandra Jimenez  
Ximena San Miguel  
Maria Jose Sotelo  
Selene Tapia  
Emmanuel Ramos  

Teachers share their methodologies and strategies for implementing STEAM and makerspace projects in a transversality process including subjects like history, Spanish and technology. We'll share our lesson plans, research, collaborative strategies, makerspace and analysis of results.

Audience: Teachers, Teacher education/higher ed faculty, Principals/head teachers
Skill level: Intermediate
Attendee devices: Devices required
Attendee device specification: Smartphone: Windows, Android, iOS
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: QR Reader
Topic: Project-, problem- & challenge-based learning
Grade level: 9-12
Subject area: Social studies, STEM/STEAM
ISTE Standards: For Educators:
  • Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.
  • Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
For Students:
Knowledge Constructor
  • Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
Additional detail: Student presentation
Disclosure: The submitter of this session has been supported by a company whose product is being included in the session

Proposal summary

Purpose & objective

The challenge was to develop process of identification of the students with their mother culture, understanding their origin and the way that the ancestors used to live.
We will show to the attendees the technology worked in the process of the project such as: iMovie, Photoshop, and Microsoft Office tools that helped the students and teachers to develop a collaborative project.
The model employed was a project based learning, with the challenge that if we understand the origin of our culture; thus, we can reduce the violence in our country, by a process of identification with the others and respect the others´ ideas.
Participants will understand the process to implement STEAM and the Maker Space in a Social Science subject. We will present a dynamic process to work trasnversality with different asignatures. Base on the syllabus of Mexican History we developed a lesson plan in order to unify the different perspectives of the asignatures involved. The tools that we worked in the Maker Space were wood cutters, clay, fresh paint, sandpaper, laser cutter, cast, recycled products and, plaster bandages.
As evidence of results the students were able to present to the parents and other teachers not only their final products, but the comprehension of the diversity in our culture. Therefore, the attendees will have access to some artifacts and weapons developed by students.


The whole presentation is planned for no more than 35 minutes.
We will present a video, power point presentation of the process of elaboration with a lesson plan example and the collaborative ideas of transversality subjects. We´ll show an activity of how to do a project involving STEAM and Maker Space environments, showing the audience to look and touch the artifacts and weapons developed by the students.

The process will be the following:
At the beginning, we will show the video of all the process of the development of the weapons and artifacts in the Maker Space, and some collaborative activities that we did with other researches, like an archeologist, whom explained to the students some characteristics and works in the Teotihuacan culture. (10 minutes)

At second moment, we will present to the audience in the way in which we were able to work the transversality of the subjects such as: Mexican History, Spanish, and Technology, likewise support of other asignatures as mathematics and arts. (5 minutes)

In a third moment, we will give an example of a lesson plan that the attendees will be able to fill it, working with pairs, or similar co workers from different subjects or assignatures where they can share their experiences and ideas, asking to the presenter questions about the way students and teachers worked to elaborate it. (15 minutes)

As conclusion we will ask the participants to interact with the artifacts in a way that they can learn from the Teotihuacan culture. (5 minutes)

Supporting research

- Baker, Frank. (2016). Media literacy in the K-12 Classroom. United States. International Society for Technology in Education.
- ISTE. (2017). ISTE Standards For Students. United States. International Society for Technology in Education.
- Manzanilla, Linda (2017). Teotihuacan, ciudad excepcional de Mesoamérica. México. Opúsculos El Colegio Nacional.
- Manzanilla, Linda, et. al. (20019, Mayo). La vida cotidiana en Teotihuacan. En Arqueología Mexicana, XXVII (157), 16 - 83.
- Moctezuma, Eduardo (2018, Agosto). Los ejes de vida y muerte en el Templo Mayor y en el recinto ceremonial de Tenochtitlan. En Arqueología Mexicana, Edición Especial 81, 15 - 50.
- Mohd, K., et. al. (2016). Assessing soft skills components in science and technology programs within Malaysian Technical Universities. Malaysia. SJST. Recuperado en diciembre, 7, 2018 de
- Noguez, Xavier, et. al. (2009, Agosto). Códices prehispánicos y coloniales tempranos. En Arqueología Mexicana, Edición Especial 31, 46 - 64.
- McLaughlin, Laura, Smith Stephanie (2017). Nurturing Young Innovators, Cultivating Creativity in the Classroom, Home and Community. United States. International Society for Technology in Education.
- Selingo, J. (2017). Trends for the Future of Education. Steelcase Research. Recuperado en diciembre, 1, 2018 de jeff-selingo
- Somprach, K, et. al. (2013). Soft Skills Development to Enhance Teacher ́s Competencies in Primary Schools. Thailand. Procedia Social and Behavioral Sciences. Recuperado en diciembre, 3, 2018 de
- Strayer, Robert, Nelson Eric. (2016). Ways of the World. United States. Bedford/St. Martin´s.
- Trueba, José. (2015). Teotihuacan: Los rios de fuego. México. Santillana.
- Velásquez, Erik, et. al. (2010). Nueva Historia general de México. México. Colegio de México.
- Zolla, Carlos, Zolla, Emiliano. (2011). Los Pueblos indígenas de México, 100 preguntas. México. UNAM
- WEF (2018). The Future of Education, according to experts at Davos. Recuperado en noviembre, 28, 2018 de: education/

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Mariana Bravo, Prepa Anahuac, Campus Maddox
Alexandra Jimenez, Prepa Anahuac, Campus Maddox
Ximena San Miguel, Prepa Anahuac, Campus Maddox
Maria Jose Sotelo, Prepa Anahuac, Campus Maddox
Selene Tapia, Academia Maddox
Emmanuel Ramos, Prepa Anahuac Campus Maddox

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