All students and educators have the ability to be computational thinkers and CS learners. Educators proactively counter stereotypes that exclude students from opportunities to excel in computing and foster an inclusive and diverse classroom culture that incorporates and values unique perspectives; build student self-efficacy and confidence around computing; address varying needs and strengths; and address bias in interactions, design and development methods.
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2.a Nurture Student CT Confidence
2.a Nurture Student CT Confidence
Nurture a confident, competent and positive identity around computing for every student.
2.b Create Culturally Responsive Learning
2.b Create Culturally Responsive Learning
Construct and implement culturally relevant learning activities that address a diverse range of ethical, social and cultural perspectives on computing, and highlight computing achievements from diverse role models and teams.
2.c Foster Inclusive Practices
2.c Foster Inclusive Practices
Choose teaching approaches that help to foster an inclusive computing culture, avoid stereotypes and equitably engage all students.
2.d Drive Equitable Student Participation
2.d Drive Equitable Student Participation
Assess and manage classroom culture to drive equitable student participation, address exclusionary dynamics and counter implicit bias.
2.e Communicate Impact of Computing
2.e Communicate Impact of Computing
Communicate with students, parents and leaders about the impacts of computing in our world and across diverse roles and professional life, and why these skills are essential for all students.
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Coding sounds scary, but learning can be made assessable when you take time to decompose the process. Working with simple algorithm is a great way to introduce students to 21st century skills. In this activity students are introduced to a diverse range of ethical uses for technology. We've highlighted some socially cultural uses for drones and coding them digitally. By introducing more complex technology and engineering students begin to understand that coding is commonly used and can be learned, removing the stereotype that coding and drone work is hard and unachievable for those who do not know much of technology.
🥏Drone Blocks Activity - Metro Elementary 🥏
The standards that fit this activity include
💎Standard: 2.C Choose teaching approaches that help foster an inclusive computing culture, avoid stereotypes and equitably engage all students.
This activity is a great way to implement early understanding of CS and CT skills. Technology is a way to introduce 21st-century skills into core curriculum. Providing technology experiences
to students will help them prepare for real-world jobs. Many cultures benefit from using technology. Learning these skills are valuable towards real-world jobs and goals.
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💎Standard: 2.B Construct and implement culturally relevant learning activities that address a diverse range of ethical, social, and cultural perspectives on computing and highlight computing achievements from diverse role models and teams.
This activity is a great way to implement early understanding of CS and CT skills. This activity is also culturally relevant. The younger generations are going up with multiple forms of technology. Many kids know what a drone is through various forms of social media like Instagram and YouTube, even YouTube for kids. This also contributes to students' confidence in their experiences with CS.
💎Standard: 2.A Nurture a confident, competent and positive identity around computing for every student.
During our first visit to Metro, we introduced our drones and coding by giving real-world examples and allowing them to develop their own code. Giving students an opportunity to experience high-tech forms of technology helps students have a positive identity around computing.
💎Standard 5.A Evaluate and use CS and CT curricula, resources and tools that account for learner variability to meet the needs of all students.
During the event, The students had access to laptops and the program we used to code the drones. Definitions for each prompt block were explained to the students so that they could try to fly the drone with their own code.
( Video example on Collaborator Page)
For this activity my partner Raeleen and I thought it would be benificel to introduce examples of how coding and robotics help to shape the lives of many people. Raeleen shared a video of a light show that was made with drones. Each drone was promted digitally to be at a very specific spot. The lights on the drones shined brightly creating the Longhorn logo in the sky. The other video was given to me by one of my pin pals, Estaban. This prostetic is worth 20,000$. It tracks the nerve movement in his upper arm so that he has the ability to move his fingers. Not only that, but he can control the pressure allowing him to have acsess to fine motor skills. Over time and with practice it will adjust to his movments. Technology has come a long way and Im so glad I was given the oppurtuntiy by my friend to show the students of Metro.
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