Event Information
Participants will be engaged every 5–10 minutes through a variety of strategies. The session begins with a poll and partner discussion, followed by a live Ozobot demo. Most of the time is hands-on: attendees code robots in pairs, troubleshoot with peer support, and share ideas in small groups. Rapid-fire classroom examples keep content lively, and reflection plus an “exit ticket” ensure participants leave with clear, actionable takeaways.
1. Introduction (8 min)
Content: Purpose of integrating Ozobots in Language Arts; research and standards alignment (Dr. Betty Nugent).
Engagement: Audience poll + quick partner share on technology in their classrooms.
2. Student Testimony & Demonstration (7 min)
Content: Two student presenters (with 3+ years of Ozobot experience) share how they have used color coding and block coding for storytelling and mapping.
Engagement: Students display prepared codes, run Ozobot demos, and briefly explain their design choices.
3. Teacher Testimony: Bud’s Journey (5 min)
Content: Cherryl Drummond shares classroom experience coding Bud Caldwell’s travels in Bud, Not Buddy.
Engagement: Demo student-created map; quick Q&A.
4. Hands-On Coding (25 min)
Content: Attendees code Ozobots through a sample “Bud Map” using block coding and color codes.
Engagement: Peer-to-peer coding in pairs; student and teacher presenters circulate to assist and coach.
5. Cross-Curricular Applications (6 min)
Content:
Science – sequencing processes (Rosalee Taylor)
Grade 2 – story retelling with color codes (Kimberly Nugent)
Social Studies – mapping historical journeys (Betty Nugent)
Engagement: Attendees jot one “spark” idea for adapting in their subject/grade.
6. Collaborative Design (5 min)
Content: Small groups brainstorm adaptations for their classrooms, integrating ideas from both teacher and student presenters.
Engagement: Share-outs, quick prototypes exchanged across groups.
7. Wrap-Up (4 min)
Content: Reflection on takeaways; digital resources (maps, coding guides, lesson templates) shared.
Engagement: Exit ticket—each participant identifies one immediate way they’ll use Ozobots.
After this session, participants will be able to…
Design and implement an Ozobot activity that integrates storytelling, sequencing, and coding in a Language Arts lesson.
Participants will experience coding Bud Caldwell’s journey in Bud, Not Buddy and then design a mini activity that connects robotics with literacy skills such as sequencing, summarizing, or character mapping.
Adapt Ozobot strategies for cross-curricular use in literature, science, or social studies and for different grade levels.
Through examples from multiple presenters, attendees will see how Ozobots can be used in primary retellings, middle school science processes, and social studies mapping. They will brainstorm adaptations for their own classrooms.
Create a story-based Ozobot map and coding sequence they can immediately use as a model in their own classroom.
Working hands-on, participants will code Ozobots through a simplified story map, then design and test their own version, leaving with a product ready to pilot with students.
Annotated Bibliography: Robotics and Literacy
(Ozobots in the Language Arts Classroom)
Anwar, S., Bascou, N., Menekse, M., & Kardgar, A. (2019). A Systematic Review of Studies on Educational Robotics. Journal of Peer Education, 9(1), 23–40. https://docs.lib.purdue.edu/jpeer/vol9/iss1/3
Summarizes research on educational robotics, highlighting benefits for academic learning, social development, and motivation. Supports robotics as an established, effective educational strategy.
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Lopes, J., & Loureiro, A. (2022). Interaction and Collaboration in Robot-Assisted Language Learning (RALL). Computer Assisted Language Learning, 35(8), 1533–1558. https://doi.org/10.1080/09588221.2020.1799821
Examines how learner–robot interactions (turn-taking, scaffolding) affect language learning. While not specific to Ozobots, provides theoretical support for how robotics can support narrative, dialogue, and literacy engagement.
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Eure, K. D. (2023). Using Ozobots to Learn Character Traits. Doctoral dissertation, Old Dominion University. https://digitalcommons.odu.edu/teachinglearning_etds/81
A design-based research study in a 4th grade classroom integrating Ozobots into literacy lessons on character traits. Provides a concrete example of using Ozobots directly in Language Arts, demonstrating positive engagement and adaptability.
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Fojtik, R. (2017). The Ozobot and Education of Programming. 15th International Conference on Emerging eLearning Technologies and Applications (ICETA), 1–4. https://doi.org/10.1109/ICETA.2017.8102483
Reports on the use of Ozobots in programming education, noting positive teacher perceptions and versatility for different ages. Helpful as background evidence for using Ozobots in classrooms.
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Gubenko, A., et al. (2021). Educational Robotics and Robot Creativity. Frontiers in Robotics and AI, 8, 686181. https://doi.org/10.3389/frobt.2021.686181
Discusses how robotics encourages creativity, problem-solving, and design thinking. Can be applied to narrative work in ELA where creativity and story design are central.
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Hébert, C., et al. (2024). Student Teacher Learning with Ozobots and Makey Makey. Technology, Pedagogy and Education. https://doi.org/10.1080/1475939X.2024.2391302
Explores pre-service teachers’ planning and implementation with Ozobots. Highlights challenges and opportunities for integrating robotics into literacy instruction. Useful for discussing teacher PD and sustainability.
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Tang, H., Wu, C., & Zhou, Y. (2024). Enhancing Rural Students’ Computer Science Self-Efficacy in a Robotics-Based Language Arts Course. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12875-w
This mixed-methods study found that embedding robotics in a Language Arts course significantly increased students’ computer science self-efficacy. Shows benefits of cross-curricular integration of robotics into ELA.
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Wang, K., Chen, H., & Chang, C. (2023). The Effectiveness of Educational Robots in Improving Learning Outcomes: A Meta-Analysis. Sustainability, 15(5), 4637. https://doi.org/10.3390/su15054637
This meta-analysis reviewed 17 empirical studies on educational robots and found a moderate positive effect (g = 0.57) on student learning outcomes across subjects, including non-STEM. Supports the general claim that robotics interventions can enhance learning and motivation.
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