Presentation 2-4-13 TCEA Robotics Academy
Learn about teaching computational thinking with a robotic spelling bee, a number line and line dancing. This supports the Texas standards for technology applications and the new Texas math TEKS, which includes computational thinking and computer programming.
- Puzzles, Patterns and Spatial Reasoning
- Robots are everywhere:
- Apply the skills needed to build the designers, inventors, entrepreneurs, engineers and computer scientists we need for the future.
- Passion to Work, No Excuses, Attention to Detail, Synergism, Gumbo
- LINE DANCING
- Dancing with the Bees Video
- Observation – the Sequence of Steps
- The Systems Model
- Bee-Bot World Software – download and create a dance simulation
- Command Cards – Create your own
- SPELLING BEE
- Spelling “MY” video
- Alphabet Mats – You try – “I want to design a present for MY brain.”
- COMPUTATIONAL THINKING
- CT Definition
- Core Competencies
- TEXAS COMPUTER SCIENCE STANDARDS
- Technology Application TEKS
- Math TEKS
- Next Steps … Binary Code and Fold-a-Book
JOIN THE MOVEMENT 🙂
- ISTE SIGCT 6-24-13 Forum: Computational Thinking, Cybersecurity Education, Cyber Citizenship, Scratch, Programming Robots – infusing the nine core competencies rooted in computer science work in the classroom.
- CSTA – Computer Science begins in K-8
- Schlumberger’s Youth Computer Programming Initiative – Login2Care
- Jeanette Wing on Computational Thinking progress
- AAUW – Why So Few Women in STEM? and Expanding Your Horizons 2013 WHC Conference
- 🙂 … and follow the Bee-Bot with Tools for Thinking
… Predicted 60% of future STEM jobs in Computer Science.
Randy Pauch, computer science professor who wrote the “Last Lecture” advocated for CS education because he wanted to create more research brains to design a cure for the cancer that was killing him. I want to create more research brains to design a better way for dialysis then sticking big needles into my mother’s arm three times a week.
Are we programming students or are students creating programs? Are students the robots following the lead of their teacher or are teachers giving students the power to create products of learning following their unique pathssion?