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10 Activities To Introduce STEAM and MAGIC in Your Classrooms

Pennsylvania Convention Center, 123

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Teacher and STEAM coordinator
Escola Sant Jordi and STEAMcat
Elena Vercher is a teacher based in Spain since 2009. She is teaching at Sant Jordi Primary School and is a teacher trainer and STEAMcat ambassador. She has also been teaching in the Education Degree at the “Rovira i Virgili” University. She is a micro:bit Champions Community Lead, a Makey Makey Ambassador, Google Certified Innovator and has been awarded with the Mobile Learning Award by mSchools, the "Teaching Professional Stays" from the Ministry of Education and the John McDowell APAC award. Elena has degrees in Pre-primary, Primary, EFL and Music Education, and a Masters’ in Teaching English as a Foreign Language.

Session description

Collaboration is key in the classroom and also in the real world. We'll share 10 activities that involve collaboration, storytelling, STEAM tools and also some magic to inspire our students to be creative in the real world.

Purpose & objective

Participants will be involved in ten different cross-curricular activities where the students learn STEAM meaningfully while using English or Spanish as a Foreign Language. We will be sharing the lesson plans for all of the activities and also how to implement them in our classrooms.
Some of the technologies involved will be: chromebook/laptop, online resources such as: CoSpaces, Scratch and MakeCode and also devices as: Makey Makey and micro:bit.

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The content will be presented using evidences in form of pictures and videos taken in the classroom, but also physical so that all of the participants can be involved in the experience themselves. We will spend 5-7 minutes on each activity, sharing how it was done in the classroom, and also its purpose and the lesson plan. On some of the activities, as creating an augmented reality world of the vertebrate and invertebrate animals, we will share a same space where all of the participants will be able to be immersed in the virtual world and then see how it was integrated, as in a real classroom.

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Supporting research

AZUMA, R. (1997). "A Survey of Augmented Reality". En Presence: Teleoperators and Virtual Environments, Vol. 6 (nº 4), pp. 355-385. Disponible en:
BOLADO, J.S. (2017). "El potencial de la realidad aumentada en la enseñanza de español como lengua extranjera". En EDMETIC, Vol. 6 (nº 1), pp. 62-80. Disponible en:
DIEGMANN, P.; SCHMIDT-KRAEPELIN, M.; EYNDEN, S. y BASTEN, D. (2015). "Benefits of augmented reality in educational environments-a systematic literature review". En Benefits, Vol. 3 (nº 6), pp. 1.542-1.556. Disponible en:
DUNLEAVY, M.; DEDE, C. y MITCHELL, R. (2009). "Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning". En Journal of Science Education and Technology, Vol. 18 (nº 1), pp. 7-22. Disponible en:
GARCÍA MARTÍN, P.J. (2000). "Nuevas tecnologías aplicadas a la didáctica de segundas lenguas (inglés)". En CEBRIÁN, M. y RÍOS, J.M. "Nuevas tecnologías aplicadas a las didácticas especiales". Madrid: Pirámide. pp. 51-63.
KAUFMANN, H. (2003). "Collaborative augmented reality in education". Institute of Software Technology and Interactive Systems, Vienna University of Technology.
KLOPFER, E. y SHELDON, J. (2010). "Augmenting your own reality: student authoring of science-based augmented reality games". En New Directions for Youth Development, nº 128, pp. 85-94. Disponible en:
MORENO, N.M.; LEIVA, J.J. y MATAS, A. (2016). "Mobile learning, Gamificación y Realidad Aumentada para la enseñanza-aprendizaje de idiomas". En IJERI: International Journal of Educational Research and Innovation, nº 6, pp. 16-34. Disponible en:
MORENO, N.M.; LEIVA, J.J.; GALVÁN, M. del C.; LÓPEZ, E. y GARCÍA, F.J. (2017). "Realidad aumentada y realidad virtual para la enseñanza-aprendizaje del inglés desde un enfoque comunicativo e intercultural". En Innovación docente y uso de las TIC en educación: CD-ROM (p. 17). Universi-dad de Málaga (UMA). Disponible en:
PALINCSAR, A.S. (1998). "Social constructivist perspectives on teaching and learning". En Annual Review of Psychology, Vol. 49, pp. 345-375. Disponible en:
RESNICK, M. (2017). "Lifelong Kinderdarten. Cultivating Creativity through Projects, Passion, Peers and Play". Cambridge (MA-USA): MIT Press.
SÁNCHEZ, J. (2017). "El potencial de la realidad aumentada en la enseñanza de español como lengua extranjera". En EDMETIC, Vol. 6 (nº 1), pp. 62-80. Disponible en:
SQUIRE, K. (2010). "From Information to Experience: Place-Based Augmented Reality Games as a Model for Learning in a Globally Networked Society". En Teachers College Record, Vol. 112 (nº 10), pp. 2.565–2.602. Disponible en:

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Session specifications

Creativity & curation tools
Grade level:
Skill level:
Teachers, Teacher education/higher ed faculty, Technology coordinators/facilitators
Attendee devices:
Devices required
Attendee device specification:
Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials:
We will use the following apps: Makecode, Tinkercad, CoSpaces and Scratch.
Subject area:
Language arts, STEM/STEAM
ISTE Standards:
For Educators:
  • Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.
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.
Creative Communicator
  • Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
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