Week 2

Project Description - M4-Week 2

For this project, I used an Elegoo Uno R3 connected to a joystick module and a breadboard with jumper wires. The purpose of the project was to collect input data from the joystick and send it to my laptop via USB using the Arduino IDE serial monitor. The joystick acts as a sensor, measuring directional movement along the X and Y axes. These values are read through the analog pins on the microcontroller and transmitted in real time to the computer. The data is displayed as numerical values that change depending on the joystick’s position. I measured the analog input values from the joystick, which represent movement in different directions. These values range depending on how far the joystick is pushed and in which direction. This demonstrates how physical input can be translated into digital data. 

1. There are many opportunities to collaborate within my local community. I could partner with local schools, after-school programs, or community centers to introduce students to physical computing and maker-based learning. Additionally, I could collaborate with colleagues across disciplines to design interdisciplinary projects. For example, working with science teachers to create environmental monitoring systems or with math teachers to analyze collected data. To ensure success, collaboration would require clear communication, shared goals, access to resources, and ongoing support for teachers and students. 

2. The next step in developing a makerspace is to intentionally align our existing university Fab Lab with local K–12 schools through partnerships and shared programming. This could include hosting school visits, offering professional development for teachers, and creating mentorship opportunities in which university students support K–12 learners on hands-on projects. To start a makerspace at a partner school, we would begin with a needs assessment, identify available space and resources, and start small with accessible tools such as simple electronics kits or craft-based making. Providing ongoing teacher training and curriculum-aligned project ideas is essential to ensure sustainability.  

3. The potential of physical computing and IoT in my teaching is significant, particularly in preparing preservice teachers to design engaging, interdisciplinary lessons. In my literacy and social studies methods courses, I can integrate these tools by having teacher candidates create projects that combine technology with content learning. For example, candidates could design interactive storytelling experiences in which students use sensors or simple inputs to navigate a historical narrative or explore different perspectives on a social studies topic. Additionally, preservice teachers can develop projects, such as community-based data collection on environmental observations, that connect to social studies themes, such as civic engagement and place-based learning. By integrating physical computing and IoT, I am helping future teachers see how technology can support meaningful, culturally responsive, and interdisciplinary instruction.