IWBNet Pty Ltd

supporting digital classrooms, digital schools

  • Home
  • Articles
    • Active Learning
    • BYOD
    • Classroom Management
    • Community
    • Digital Technologies
    • Flipped Learning
    • Innovation
    • Leadership
    • Learning Spaces
    • Personalised Learning
    • Teacher Health
  • National Education Summit

STEAM In The Family

12 February, 2019 By John Pearce Leave a Comment

One of the problems we have in education at the moment is that the curriculum in some areas is developing so rapidly that parents and the wider community have trouble keeping up. Nowhere is this more apparent than in the STEM subjects area. Where once we created electrical circuits using alkaline batteries, bulbs in bulb holders and wires, current students might be using coin batteries, LED’s, conductive tape or small modular components that connect together via magnets to complete similar and at times more complex tasks.

For most parents, technology and engineering were simply not part of their school curriculum. Whilst they may have since learned how to use computers and other devices, the Digital Technologies curriculum advocates that simply using a tool is a very base level skill. Instead the curriculum advocates that students need to learn “how to use technologies to create innovative solutions that meet current and future needs.” To do this students need to understand and use computational thinking. Understanding digital systems and importantly how data and information can be used within these systems is a key to being able to create such innovative solutions.

Teaching approaches are evolving too. In the not too distant past the Science and Maths curriculum was often built primarily around content that could be tested and assessed as known or unknown. Whilst knowledge is still an important component of these subjects process skills as highlighted above, creative use of such skills are now seen as just as important.

The whole notion of STEM or STEAM is also a novelty to many parents more used to notions of discipline based or homogeneous work practices. That a scientist now uses digital componentry more often than a test tube or beaker can be quite revelatory. Understanding how easily data can be captured and not only analysed but used for both ‘good and evil’ can be almost mind blowing.

One of the fun ways to address issues surrounding STEAM is via a family engagement program based on the popular Family Science or Maths programs. Though there are a number of models for running these programs the common feature is a parent, (or other significant adult), working alongside a student on an open ended activity. In some cases programs are run after school, in other variants activities are distributed as a task to be worked on by a parent and child at home together, (note this alternative should not be seen as homework).

The best Family STEAM activities are as open ended as possible but should be capable of being ‘completed’ in a short amount of time. They need to be hands-on and minds-on. If the task is also counter-intuitive then that is even better. In most cases program participants will move through a number of activities which may highlight specific features, eg different aspects of a particular curriculum or principles which underpin practice. This highlights an important caveat, it is important to point out that the activities used in Family STEAM events aren’t how the whole curriculum will or should manifest itself in the classroom. The best STEAM activities involve real problems that are multi-faceted requiring a process approach over an extended period of time and which may not necessarily result in a ‘positive’ outcome. Even the best organised Family STEAM event can’t hope to cover all this detail.

I have had the pleasure to have been involved in a number of Family STEAM events ranging from science based programs through events focussed specifically on technology and more. As a result I have sourced numerous activities that can be readily used to run a program or series of events. These include introductory activities that require minimal instruction or materials such as the following.

In addition to these ‘starters’ programs usually include longer form activities such as Blast Off. Typically these require a facilitator that can be another teacher or an interested parent or community volunteer. Such activities should run for 15-20 minutes. Ideally the activity leader will have tried the activity before the event and also be prepared with some further challenges in mind. In the example below you might ask participants who have a ‘working model” how they might modify it to make the plane go further or whether it is possible to make the plane do tricks. Alternatively participants might be asked to make suggestions for modifications or games that might involve the planes.

In the case of many activities the question of how or why things work is often raised. Some leaders like to include explanations of the science or technology behind their allotted activity. I often prefer to leave things as a question that is open during the event but which can be researched and reported on later in class.   

Where possible I have always encouraged the teachers of students involved in the event, (as well as some of the support staff such as librarians and art teachers etc), to be the facilitators for the program. Generally this means that they only have to ‘learn’ one activity that may be repeated a number of times during the event. I’ve found that doing this can serve as great professional development for teachers, who are unsure of aspects of the curriculum and/or the approaches used to teach STEAM.

As suggested earlier Family STEAM events can be a powerful addition to a school program. Whilst they may take time to organise and facilitate, in my experience the benefits always outweigh any cost in time and materials. In addition to the benefits listed above such events can be used to showcase how school science programs can be hands-on and inquiry-based and fun and educational at the same time. Where teachers are used as facilitators the events also provide an opportunity for they and parents to interact in a relaxed situation. Students also gain a sense of community outside school hours.

Most importantly Family STEAM events encourage and foster interaction between parents and children in a non-judgmental space as they enjoy fun educational experiences together, not just doing homework. Parents and students get to see that science is all around us, is achievable and is FUN.

I’m conducting a range of workshops at the Leading a Digital School Conference that map to the Digital Technologies Curriculum. Come along and join me.

Filed Under: Community, Digital Technologies, Innovation Tagged With: Family STEAM, STEM

Droning In The Classroom

28 November, 2018 By John Pearce Leave a Comment

If we are to believe futurist Thomas Frey, drones will become the most disruptive technology in human history. To be fair Frey’s definition of a drone is more than the flying Unmanned Aerial Vehicles or UAV’s we typically think of when we talk of drones. The reality is though that drones are more than just flying cameras, they’re being used to deliver goods, fight climate change, monitor reefs, supply humanitarian aid, and take part in races.

My involvement with drones is via the statewide VCMP project which uses them to monitor coastal erosion hotspots. “The Victorian Coastal Monitoring Program aims to provide communities with information on coastal condition, change, hazards, and the expected longer-term impacts associated with climate change that will support decision making and adaptation planning.”

As a citizen scientist I’m part of a local team that uses a Phantom 4 drone, aeropoint satellite based markers and some pretty clever software that lets us measure the amount of sand that is shifted along sections of a beach. We do this by overflying sections of the local coast at around two monthly intervals and then crunch the data with the Australian Propellor software. This software allows users to draw virtual transects or plots along or across the beach to compare data across a range of dates. From this we can calculate the amount of sand movement and/or changes in the beach profile amongst other information. The software also enables users to render 3D representations of the beach.

In order to participate in the program we had to undertake some basic training in using the drone safely and efficiently. Whilst not a full remote pilots licence the training did cover off on most of the practical aspects required to get licence certification. We were also made aware of and have to comply with the Civil Aviation Safety Authorities, CASA, rules for flying sub-2kg drones.

Prior to becoming involved in this program I had purchased a couple of small entry level drones with a view to investigating if and where drones might fit within the school curriculum. Since that time a number of things have happened which have sharpened this focus.

The two major consumer drone manufacturers, DJI and Parrot have realised that the education sector is a market that could be tapped into. As a consequence both companies have adapted previous entry level models to better reflect the needs of schools. At the same time educators around the world have also been developing specialised drone options with students in mind. Most of the skills involved in learning to safely fly these entry level drones can also be applied to more sophisticated models, flying a continuous and even figure eight pattern is just as tricky with my Parrot mambo as it is with my Mavic Pro.

Both DJI and Mambo are developing some excellent support materials aimed specifically at the education market. Some major third party developers including Swift Playgrounds amongst others are also developing learning options. Importantly a number of these third party supports originate in Australia and are designing and providing content that fits the Australian Curriculum.

Drones provide a very practical means to develop STEAM projects. In order to best utilize drones it is important to understand the physics of flight and the various systems that combine to keep drones airborne. Designing and making drones fits perfectly within a STEAM framework bringing together science understanding within a design process that involves multiple systems. In addition to basic design work, drone kits provide the opportunity to devise, prototype and test novel uses for drones. The process of constructing drones, (and sometimes flying drones), often involves quite a lot of “trial and error” learning which provides a perfect context for building resilience and learning from failure. Even the best pilots have at least one malfunction.

The better entry level drones come with simple in-built cameras which can be employed to capture images that can be used as evidence of mission completion or as data for analysis. More sophisticated drones can be used in data gathering across the curriculum especially in geography, geology and the natural environment. LEGO connectors on entry level drones enable the addition of lightweight components which can be used to simulate real world missions. In the real world, drones are now also being used to take the place of fireworks and other lighting effects, again something that is within the scope of the classroom.

Another drone component worth considering is an FPV, or first person view camera. When paired with goggles these cameras provides students with an entree to the exciting world of drone racing and open up the many maths based explorations that are involved in this activity. Whilst flying a drone race can be full of thrills, designing courses that are challenging but realistic can be just as exciting.

A number of the entry level drones can also be controlled using code from block based through to Python and Arduino. This opens up the opportunity for students to devise, program and fly missions that mimic real world applications. If students are working with more sophisticated drones there are a number of software options available to plan and run missions. Whether using smartphones, controllers or software, flying and coding drones can be quite different to doing similar tasks using terrestrial based vehicles.

Of course with any new technology there is a cost involved and other considerations to take account of. Flying time is one of these; some entry level models typically provide 8-10 minutes of air time per 30 minute charge. With the better options users can purchase combos that have multiple batteries and spare propellers. With micro drones it’s important to understand the control range after which the drone may ‘get lost’. When looking at larger drones it’s important to consider the camera capability as well as navigation features such as collision avoidance and return to base features.

Overlaying all of these consideration is that drones are becoming increasingly available; some are available for as little as $20 from popular stores such as K-Mart. Micro-drones that fit into the palm of your hand can be purchased online again for very minimal cost. Despite the fact that these products contain flyers and instructions on safe and responsible drone use, experience suggests that these are often ignored. Schools offer an opportunity for a more structured review of these rules. Working with drones in schools also provides an opportunity to discuss and consider privacy and other issues associated with drones. Schools also provides a context for learning safe procedures; most damage to drones occurs not in flight but in packing, unpacking and transport.

Having hands-on experience with even entry level drones enables students to better consider options for the use of drones in the wider world. It can also lead to senior level students undertaking certificate level qualifications and even RePL, (remote pilot licences) as is already happening in a number of settings.

Come and meet me at the Leading a Digital School Conference where I will be facilitating hands-0n workshops around Droning in the Classroom, Augmented and Virtual Reality, Engineering Robots, Coding and Data.

Filed Under: Digital Technologies, Innovation, STEM Tagged With: design, Drones, Innovation, STEAM

Copyright © 2023 · IWBnet Pty Ltd · ABN 29 112 252 034