Explore and create: Deep-dive Creation lab 
Preregistration Required
Our primary objective is to address the persistent challenge of fostering a multidisciplinary and problem-solving mindset among educators, with a specific focus on bridging the gap within the STEAM (Science, Technology, Engineering, Arts, and Mathematics) disciplines.
Our presentation will prominently feature Microsoft's Micro:bit (version 2) as a powerful technological tool to facilitate this integration. We'll harness its advanced capabilities, including real-time data transmission, viewing, collection, and analysis through radio sending. Additionally, we will utilize makecode.org for fundamental block coding, providing educators with essential tools for transformative teaching.
Success will be evaluated through a comprehensive approach, including direct observation of educator engagement and participation during hands-on coding activities. Additionally, participants' initiation of coding tasks and their thoughtful responses to guided questions during the Q&A segment will serve as indicators of their understanding and readiness to apply acquired skills and strategies within their educational practice. These diverse assessments will collectively demonstrate the presentation's impact on educators' abilities to bridge the gap within the holistic STEAM framework effectively.
Through guided inquiry and hands-on experiences, educators will witness the transformative potential of a transdisciplinary approach, promoting holistic learning within the STEAM umbrella.
I. Introduction of topic and presenters (5 minutes)
II. Design thinking (5 minutes)
III. Introduction to the V2 Micro:bit (10 minutes)
IV. Code the Micro:bit (participate / device-based activity) 25 minutes
V. Test the real-time acceleration data (participate / hands-on / movement-based) 20 minutes
VI. How to export and utilize data (10 minutes)
VII. Potential for learning/activities & curricular connections (peer-to-peer /discussion) 10 minutes
VIII. Questions and answers (participate) 5 minutes
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International Society for Technology in Education. (2020). Computational Thinking Competencies. Retrieved from https://www.iste.org/standards/computational-thinking
Israel, M., Pearson, J., Tapia T., Wherfel, Q., Reese, G. (2014). Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis. Computers in Education, 82. https://doi.org/10.1016/j.compedu.2014.11.022
Sang Joon, L., Gregory F., Jeremiah N. (2022). Computer science education and K-12 students’ computational thinking: A systematic review. International Journal of Educational Research, 114. https://doi.org/10.1016/j.ijer.2022.102008
Lanier, D. (2022). Demarginalizing Design: Elevating Equity for Real World Problem Solving. Lanier Learning.
Needles, T. (2020). Steam Power: Infusing art into your STEM Curriculum. International Society for Technology in Education.
Raila, T., Farassopoulos, N., Lousta, C. (2023). Teaching STEAM through universal design for learning in the early years of primary education: Plugged-in and unplugged activities with emphasis on connectivism learning theory. Teaching and Teacher Education, 132. https://doi.org/10.1016/j.tate.2023.104210
Thompson, J., & Childers, G. (2021). The impact of learning to code on elementary students’ writing skills. Computers in Education, 175. https://doi.org/10.1016/j.compedu.2021.104336
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