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Computational thinking skills can empower students to create computational artifacts that allow for personal expression. Educators recognize that design and creativity can encourage a growth mindset and work to create meaningful CS learning experiences and environments that inspire students to build their skills and confidence around computing in ways that reflect their interests and experiences. Educators:
4a: Design CT activities where data can be obtained, analyzed and represented to support problem-solving and learning in other content areas.
4b: Design authentic learning activities that ask students to leverage a design process to solve problems with awareness of technical and human constraints and defend their design choices.
4c: Guide students on the importance of diverse perspectives and human-centered design in developing computational artifacts with broad accessibility and usability.
4d: Create CS and CT learning environments that value and encourage varied viewpoints, student agency, creativity, engagement, joy and fun.
Hero's Journey Story
Hero's Journey Story
4c: We used QR codes to design CT activities where data could be obtained, analyzed and represented to support problem-solving and learning in other content areas. We used this to make it easier for the students to get to areas of the lesson that we were on. There was one for our google form, a quizlet over recycling terms, and our Hero's Journey Story. I did this lesson with Jasmine titled Trashy Town, and we added our QR codes to the slideshow for the event.
iCreate Lab Exploration
iCreate Lab Exploration
4d: During our exploration with the embroidery machine, we created a learning environment that valued and encouraged viewpoints as we learned how to work the machine. There was creativity through this that caused engagement, joy, and fun. We each gave ideas on how to fix a problem with the machine to complete the pig. None of the solutions worked, so the guy who overlooked the technology helped fix the machine. We ended up finishing the pig.
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