You are missing some Flash content that should appear here! Perhaps your browser cannot display it, or maybe it did not initialize correctly.
Push my thinking
Next year I would like to incorporate a deeper exploration of algorithmic thinking and problem solving as more fundamentally aspects of the course. I also need to develop new submission protocols and possibly a content management system that allows students to discuss problems, and share their solutions with one another in constructive ways. This would likely include a backend that I could use to help trace collaborations. Finally, while I found that my efforts to gather student interest in computer programming were largely successful, I was still operating outside of technological contexts that could be potent learning contexts for students. For example, it would be really cool to come up with an activity or a unit that helps students learn programming, but also helps them understand how cellphone networks work, or how social networking sites utilize databases.
9th Grade Engineering at CSS: A Collaboration in Physics, Computer Science and Electronic Design
Problem of practice
Last year I taught a physics-focused computer science and engineering course for 9th graders at Columbia Secondary School (CSS). My goal was for them to eventually obtain a sufficient understanding of computer programming and electronic design that would allow them to create interactive devices using the Arduino physcial computing platform. This goal boiled down to two major hurtles: getting students to engage with programming, and incorporating regents physics (circuits) content effectively.
We began the year using a logo turtle draw program. Next we programmed 3D characters in Alice to create video games. Python was our bridge to text-based programming. Modeling instruction (circuits) curriculum was the final bridge to Arduino.
Cast your vote