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STEAM Project-Based Learning: Connecting AI, Science + ELA

Pennsylvania Convention Center, 116

Preregistration Required
Explore and create : Exploratory Creation lab


Program Manager, Educational Technology
Arizona State University
Bethany Forero serves as a Program Manager for Educational Technology on the Youth Entrepreneurship team with the J. Orin Edson Entrepreneurship + Innovation Institute. She earned her Bachelor's degree of Biology with a Minor in General Science from Texas Woman's University. Prior to joining the ASU family, Bethany was a Science classroom teacher and Verizon Innovative Lab instructor with a STEAM Micro-Credential at LAUSD. As a secondary teacher for Title I schools, she leveraged technology in the classroom to support and provide standards-based learning experiences while fostering 21st-century skills.
Program Manager, Youth Entrepreneurship
Arizona State University
Maggie Mills leads curriculum development on the Youth Entrepreneurship Team at Arizona State University within the J. Orin Edson Entrepreneurship + Innovation Institute. She has a background in biology and in curriculum/instruction, both of which have been emphasized throughout her professional experiences in education and engagement across zoological and science institutions. Maggie is passionate about instructional evaluation and design, research-informed best practices for facilitating professional development, and promoting social justice through equitable access to edtech and instruction.

Session description

Explore an interactive deep dive into free online curriculum created by Arizona State University for 6th- through 12th-graders with low-tech and high-tech options at the intersection of AI, robotics, coding and ELA concepts. Leave this session with ideas and resources to teach one or two lessons or a full course.
Grade level: 6-12
Skill level: Beginner

Purpose & objective

Session will provide educators with access to a free online curriculum that includes a variety of supporting resources for both teachers and educators in a middle school level Artificial Intelligence, Robotics and Coding course. The session will explore the curriculum with hands-on and interactive demonstrations of curriculum components such as student modules, activities

Participants will be able to explore middle school STEAM/AI/Coding student and teacher curriculum + resources freely available on

Participants will learn about a Project Based Learning STEAM/AI/Coding curriculum with embedded design thinking activities centered around principles of the UN Sustainable Development Goals and Entrepreneurship

Participants will deep dive into a single project from the Artificial Intelligence + Robotics curriculum learning how to implement three different sustainability projects with low technology (free online digital tools only) and high technology choices (usage + implementation of micro:bit hardware)

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Content and Activities:
Networking + PLC building: What do you bring to this community and what do you want to get out of this community gathering?
Overview of the Verizon Innovative Learning Lab Program + Curriculum managed by the Arizona State University J. Orin Edson Entrepreneurship + Innovation Institute Youth Entrepreneurship Team
Hands-on Technology Stations: featuring Sphero RVR + micro:bits
Demo of Sphero EDU + RVR with free AI + Robotics (AIR) curriculum lesson plan
Demo of micro:bit + MakeCode with free AI + Robotics (AIR) curriculum lesson plan
Overview of and resources available for curriculum related to presentation - Artificial Intelligence + Robotics
Hands-on walkthrough of AIR Activity and lesson plan using micro:bit + MakeCode
Wrap up + Reflection - share out how you might use these resources in your school or teaching + learning environment
Questions + Answers

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Supporting research

“ Harlow and Hansen (2015) note that integrating makercentered learning activities into formal K-12 environments requires an understanding of how to (1) create activities that address learning standards which schools are accountable for, (2) provide activities for many students simultaneously, and (3) remain aligned with maker education goals. (Jones, 2020, p. 699)”

“To assist teachers in utilizing maker-centered learning activities, they must be provided learning experiences that contribute to the development of their own maker-mindsets as well as assist them in developing maker-centered learning experiences that align with their content areas and constraints of their environment. (Jones, 2020, p.716)”

Jones, W. Monty. “Teachers’ Perceptions of a Maker-Centered Professional Development Experience: a Multiple Case Study.” International Journal of Technology and Design Education, vol. 31, no. 4, 2020, pp. 697–721,

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Session specifications

Online tools, apps & resources
Curriculum/district specialists, Teachers, Technology coordinators/facilitators
Attendee devices:
Devices required
Attendee device specification:
Laptop: Chromebook, Mac, PC
Participant accounts, software and other materials:
Subject area:
Computer science, STEM/STEAM
ISTE Standards:
For Educators:
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
  • Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
For Students:
Innovative Designer
  • Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
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