Call for Papers ITworldEdu 8 – Active learning through robotics and programing

See all Call for Papers categories »

The goal of this category is to present and reward those innovative developments related to programming or the use of robotics in the classroom.

This call is addressed to the management teams and teachers of schools that have developed, or are developing, activities that integrate programming or robotics in the teaching-learning processes.

1. Design of educational applications for children – Col·legi Montserrat, Barcelona

Educational level: Nursery, primary (1st and 2nd years) and mid-primary (3rd and 4th years)

Col·legi Montserrat has integrated into the curriculum of primary and mid-primary the subject of Coding Robotics which deals with digital competence, the use of ICT, knowledge of various programming environments and tools, robotics material and software in order to give students the knowledge of today’s society technologies from the design, handling and programming and the responsible use of them. Always from an ethical and educational use, during the first quarter of this year we have worked with mid-primary school students on the development of educational applications with the Scratch Junior and the Hopscotch environments for nursery (ages 3, 4 and 5) and primary school pupils.

2. Integrated in the syllabus: Scratch, Robots and Apps – Escola Carrilet, Palafrugell

Educational level: 5th year of primary school

Escola Carrilet is a public school located in Palafrugell. Students in our school match the population features of the municipality: a high immigration rate (over 30%). The school is considered highly complex and it has two lines. The idea behind this project is not to train programmers, but to use these tools to promote creativity, wit, independence, initiative, responsibility, teamwork and interest in research. Those are essential skills for success in the 21st century. Together with them we enhance basic skills related to problem solving skills, logical and structured thinking, and learning from mistakes.

3. Watching and monitoring from home what I have at school – Escola l’Horitzó, Barcelona

Educational level: aged 5 – 18

Electronic remote control tools (VNC ) allow students, when they are not at the school, to manipulate and display their work done in the Robotics Workshop to their parents, siblings, friends, etc. That is, when a student goes home s/he can access, from any computer with an Internet connection, the school computer to which her/his robot is connected and make it move. Thanks to a Webcam, they can also watch what is happening. What we do is access the desktop of a computer to run from it any application or programming language. Depending on the ages of initiation we use Wedo or Scratch and at higher levels we use tools like Briccx (a programming environment similar to the C language).

4. The USEE canteen, a digital inclusion project – Institut Badalona 7, Badalona

Educational level: 2 last years of high school (3rd and 4th ESO)

Digital inclusion is one of the main challenges of ICTs in education. This project aims to involve students in the USEE to achieve inclusion in its broadest sense … The challenge is to manage a stand of sandwiches during break time. With this pretext the USEE students reflect on how digital tools and mobile devices can facilitate their work … They need to detect problems, define them and propose possible digital solutions. Once they have done that, a space for cooperation with colleagues with different abilities is created and they can program apps following the specifications …, such as the app to order sandwiches in advance to estimate the purchase of food.

5. Code Prague – Institut-Escola Les Vinyes, Castellbisbal

Educational level: Last year of high school ESO (4th ESO)

Coinciding with the end of year trip, the Educational Robotics Workshop BOGATECH of the NOUTEC Association, together with the group of teachers of the Institut-Escola Les Vinyes, proposed to carry out a globalized project integrating educational robotics in the theme of the trip to Prague. Thus, the city was divided into different subject areas that students would visit on their journey with the idea of building a story from their own perspective to explain each topic. The students were divided into 14 groups of four students in which each student was responsible for a different task: historian, cartographer-designer, producer and programmer, to work together in a team.

See all Call for Papers categories »

Leave a Reply

Your email address will not be published. Required fields are marked *


Do NOT follow this link or you will be banned from the site!