STEM Learners 1.4

Indicator ST1.4: Students use technology resources to conduct research, demonstrate creative and critical thinking, and communicate and work collaboratively.

One ongoing initiative at Munford High School and Talladega County Schools is the use of technology coupled with an instructional focus on the "4 C's" of 21st century learning: communication, collaboration, critical thinking, and creativity. The foundation of this instructional focus is the student use of technology for in-depth inquiry, collaboration, and presentation.

Munford High School has been a one-to-one student/device school since 2014, creating endless educational opportunities for students and teachers alike. With few exceptions, all students have a Chromebook assigned that they keep with them at all times for all classes and take home for independent use. Students’ use of chromebooks provides opportunities for collaborative and interactive learning as they authentically engage in the content being presented. In addition, project-based and inquiry learning opportunities allow for students to investigate real-world problems through research from the convenience of their device.

Collaboratively across a team, students use Google Suite (Docs, Slides, Sheets) for writing, data collection, and presentations. These tools allow students to share ideas and collaborate in real time, allowing for instant feedback from their teachers. Using Docs, students can write collaboratively. Editing tools allow teachers and students alike to provide feedback and make suggestions for revision. Slides allows students to collaboratively and creatively build slide presentations for any number of subjects, which can be presented to small or large groups. In addition, a wide variety of online tools (i.e. Quizlet Live, Padlet, Actively Learn, Vernier, Kahn Academy, etc.) are used throughout the school to enhance student learning experiences, foster creativity and critical thinking, and allow for formative assessment to gauge students' learning progress.

Teachers at MHS use a variety of on-line tools to assist in creating blended learning opportunities for students. All teachers use Google Classroom as their platform for digital classroom management, which allows students to benefit through independent, often self-directed learning, prompting the release of responsibility of learning to the students. Likewise, MHS uses coursework from Nearpod and Edgenuity to enhance critical thinking and creativity in both a traditional classroom and in a flipped classroom setting. Furthermore, science instruction is supplemented through the use of virtual labs with PhET Simulations and Discovery Ed, which serve as an interactive textbook and presentation software. Each of these blended learning options provide students with opportunities to utilize relevant 21st century skills as they progress in the curriculum.

In today's world, web pages are the main medium for sharing ideas and information. Learning to design websites is an incredibly useful skill for any career path.

The CodeHS Web Design course is a project-based course that teaches students how to build their own web pages. Students learn the languages HTML and CSS, and create their own live homepages to serve as portfolios of their creations. By the end of this course, students are able to explain how web pages are developed and viewed on the Internet, analyze and fix errors in existing websites, and create their very own multipage websites.

Combined with very easy-to-use software environments like Scratch, Snap!, CREATE Lab Visual Programmer, and Ardublock, the Hummingbird Kit provides a great way to introduce students to robotics and engineering with construction materials to which they are already familiar. At the same time, the Hummingbird Kit continues to provide new challenges by allowing programming in the Arduino, Python, Java, and Processing environments.

Following the Engineering Design Process, students were presented with a challenge to create a replica of an animatronic hand that mimics human muscle contractions using the Hummingbird Kit. Students began by asking, "What challenge has our group been given? How can we complete this challenge?" Answering these questions, they imagined what an animatronic hand looks like, and then they sketched a blueprint of their plan and ideas for the animatronic hand. Using materials such as cardboard, tape, scissors, tools, etc., the students created their hand while following their blueprint. Once they finished, they made improvements to their animatronic hand to ensure that it mimicked human muscle contractions. In their final task, they presented their animatronic hand to their classmates who offered constructive feedback so that all students knew how to make changes and adjustments in future tasks.