Professional Learning Goals

Our goal with this project was to build our knowledge of coding and to become more proficient at it ourselves. We felt it was necessary to have a deeper understanding of how coding works so that we could pass this information along to our students and to plan lessons that would be connected to the curriculum. We were eager to collaboratively learn, explore and plan.

Activities and Resources

A big part of our focus was on collaborative learning for ourselves. We attended several Professional Development sessions to increase our knowledge. We attended the Modern Math Symposium through ETFO and OAME. We also met to share our learning and to talk through any challenges we were experiencing. We had planned to use three full days for planning and learning the technology.

Throughout the process, we gained access to many valuable online resources. These include:

• www.kodable.com
• www.edugains.ca
• Code.org
• www.hourofcode.com/ca
• https://wordpress.oise.utoronto.ca/robertson/

We had the opportunity to purchase technology to help explore coding. The technology that we purchased included:

• iPads to run coding apps and robotics
• Dash and Dot robotics and accessory pack to enhance coding options
• Osmo and accessories including Awebie and Coding Jam expansion packs
• Code-a-Pillar
• Ozobots
• FurReal Makers Proto Max
• Code and Go Mouse
• Meccano M.A.X.
• Text: Controlling An Ozobot by Amber Lovett

We explored several different apps, including:

• LightBot: Code Hour
• Tynker: Coding for Kids
• Code-a-Pillar
• BigSeed
• Cargo-Bot
• KickBox
• Lego Mindstorms Fix The Factory
• Wonder Go, Blocky Jr., Blocky, Wonder (all used for Dash and Dot)
• Coding Jam (for Osmo)
• Kodable
• ScratchJr.
• Blue-Bot
• Daisy Dinosaur
• Box Island

While exploring the technology and programs to learn how they work, we were always careful to think about how we could use this in our classroom and how we could link it to various subjects and concepts in our grades.

1. Osmo: Both Awbie and Coding Jam were easy to follow and did a great job of scaffolding the coding abilities of the user. It provides a great platform for users to get familiar with programing.
2. Dash and Dot are very open-ended and can be used as a vehicle for lots of different kinds of activities. The user is able to program Dash to travel in any direction, to say specific things, play songs, throw objects and more. Easy ways to build it into a lesson include programing Dash to  travel on a number line to solve equations, story maps, etc.
3. Code-a-Pillar is another robot that helps to teach the basics of coding to the user. It’s easy enough for even our youngest of students. It also can be used for open-ended tasks. The user is able to program the robot to move in specific directions and perform small tasks. This could be used in many ways including number lines, story maps, etc.
4. Code and Go is a robotic mouse that includes programming cards so users can plan out their program before running it. This setup makes it very easy for the users to find any bugs easily. It also includes challenge cards for the students. The robot works on the mat included and on the floor. Students can again use this in many open-ended tasks.
5. Ozobot – The goal of the Ozobot is to introduce kids to simple coding and, at the same time, teach skills such as deductive reasoning while expanding their imaginations. The website has a variety of lesson plans to use in your classroom that are ready to go.
6. Meccano M.A.X. is the most advanced technology we purchased. The user first builds the robot, then can program it to do specific things and then can interact with the robot. It has AI abilities to learn how you respond to it and the environment it is in. This is the most open-ended technology we purchased as the user is able to create games, have the robot perform tasks and build flow charts for behaviours.
7. Proto Max offers the user the chance to code the looks, personality and actions of the little dog. Using the app, the user was able to program the robot to move and react to situations. Again, this can be used in a wide variety of settings and is very open-ended for use in different ways across the curriculum.
8. iPads have so many free apps that introduce and scaffold student learning connected to coding. As listed above, the apps are a great way to engage the learner. Most of the technology we purchased worked in conjunction with the iPads as well (Osmo, Dash and Dot, Ozobot, Proto Max).

Unexpected Challenges

While delving into the technology available, we were overwhelmed by the amount of different equipment that was also available. There is so much out there, but not a lot of information on how or why to use specific technology in an educational setting. We had a hard time narrowing down our focus to specific technology to buy. We borrowed some technology to try before buying, but some of it we just had to take a leap of faith and hope that it would be applicable to more than one activity. We really did need the time to work through the technology ourselves before presenting it to our students.

Another challenge we experienced was creating tasks that were cross-curricular and connected to more than just a couple of curriculum connections. This is something that we will continue to do and have used our release time to start exploring more in depth.

Enhancing Student Learning and Development

Coding requires computational thinking, which is embedded throughout the Ontario Curriculum. As a result of this, educators can incorporate code into learning for all curriculum areas.

Big Ideas:                        

• Collaborating
• Problem-Solving
• Inquiry Process
• Observe/Infer
• Perseverance
• Spatial Sense
• Location and Movement of Objects

Sharing

As we attended different professional development opportunities throughout the year, we shared our knowledge with our colleagues at our monthly staff meetings. We were able to share resources provided by the PD with our colleagues on our staff Google Drive. We provided opportunities for other teachers to try some hands-on experiences with coding tasks using technology and some unplugged tasks. Our principal has been very welcoming of our coding focus and has encouraged us to share frequently. While attending the Modern Math Symposium hosted by ETFO, we were able to connect with other teachers interested in coding and share the work we had done so far. We also attended OAME and were able to connect with others who have been using coding in their classroom. We were able to share our knowledge and continue to gain more ideas that were being explored by other school boards. We have created an open and ongoing dialogue with colleagues about coding and they continue to seek our assistance and support in applying coding tasks to their classrooms. We have both taken on the role of NTIP mentors and Associate Teachers for teacher candidates and have been sharing our knowledge and excitement for coding with them. As students explore coding in our classrooms, we share their learning with their families through SeeSaw and journals.

Project Evaluation

We feel our project was very successful. We are comfortable sharing our learned knowledge of coding with our colleagues through many different avenues. We have provided many opportunities for students to become excited about coding and to explore it at their level. We have seen a great increase in students’ comfort level and ability connected to coding. We have increased our understanding of coding and are proficient enough to guide our students’ learning. We will continue to learn, explore and further develop our coding knowledge and skills along with our students and each other.