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IoT Weather Station: Connecting Students to Environmental Data through Technology

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Poster
Poster Theme: AI & Emerging Tech in Education
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Session description

Middle school students design and program an IoT-based weather station to collect real-time environmental data. This project integrates science and technology to develop computational and analytical skills through practical STEM learning.

Outline

Participants will explore the IoT Weather Station prototype and its data dashboard through interactive demonstrations. Visuals will highlight the design process, coding steps, sensor calibration, and data visualization. Attendees will engage in short guided discussions on integrating IoT projects into STEM learning.
Interaction:
Visitors will manipulate sensors, observe live data readings, and experience the cloud dashboard interface. QR codes will link to open-source code and tutorials for classroom replication.
Process:
Interactions will be continuous and informal. Engagement tactics include one-on-one explanations, quick device-based trials using tablets, and peer exchange of classroom adaptation ideas. Reflection prompts will encourage visitors to connect the project to their own ISTE-aligned teaching practices.
Time:
As a poster session, interactions will be dynamic and rotational, with each full walkthrough lasting approximately 5–7 minutes per visitor group.

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Outcomes

After this session, participants will be able to design and program an IoT weather station using microcontrollers and sensors; analyze and visualize real-time environmental data through digital dashboards; and apply ISTE Standards to foster student creativity, computational thinking, and problem-solving in STEM-based learning environments.

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Supporting research

Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K–12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48–54.
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: NSTA Press.
Coyle, E. J., Jamieson, L. H., & Oakes, W. C. (2005). Integrating engineering education and community service: Themes for the future of engineering education. Journal of Engineering Education, 94(1), 7–11.
Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38–43.
Honey, M., Pearson, G., & Schweingruber, H. (Eds.). (2014). STEM integration in K–12 education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York, NY: Basic Books.
Pierson, M. E. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413–430.
Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8–13.
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology, 25(1), 127–147.

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Presenters

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Educational Technology Director
Himalaya International School of Monterrey
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Himalaya International School Monterrey
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Himalaya International School Monterrey
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Himalaya International School Monterrey
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Himalaya International School Monterrey
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Himalaya International School Monterrey
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STEM LAB Coordinator
Himalaya International School Monterrey

Posters in this theme:

Session specifications

Topic:

Computer Science and Computational Thinking

Grade level:

6-12

Audience:

Teacher Prep, Teacher, Technology Coach/Trainer

Attendee devices:

Devices not needed

Subject area:

Computer Science, Interdisciplinary (STEM/STEAM)

ISTE Standards:

For Students: Innovative Designer, Computational Thinker, Creative Communicator

Transformational Learning Principles:

Spark Curiosity, Develop Expertise

Additional detail:

Student presentation