Using the Internet of Things to Teach Good Software Engineering Practice to High School Students

This paper describes a course to introduce high school students to software engineering in practice using the Internet Of Things (IoT). IoT devices allow students to get quick, visible results without watering down technical aspects of programming and networking. The course has three broad goals: (1) to make software engineering fun and applicable, with the aim of recruiting traditionally underrepresented groups into computing; (2) to make young students begin to approach problems with a design mindset; and (3) to show students that computer science, generally, and software engineering, specifically, is about much more than programming. The course unfolds in three segments. The first is a whirlwind introduction to a subset of IoT technologies. Students complete a specific task (or set of tasks) using each technology. This segment culminates in a “do-it-yourself” project, in which the students implement a simple IoT application using their basic knowledge of the technologies. The course’s second segment introduces software engineering practices, again primarily via hands-on practical tutorials. In the third segment of the course, the students conceive of, design, and implement a project that uses the technologies introduced in the first segment, all while being attentive to the good software engineering practices acquired in the second segment. In addition to presenting the course curriculum, the paper also discusses a first offering of the course in a threeweek summer intensive program in 2017, including assessments done to evaluate the curriculum.Cockrell School of Engineerin

An Initial Look at Robotics-based Initiatives to Engage Girls in Engineering

Over the past 10 years, the use of robotic kits in K-12 Science, Technology, Engineering, and Math (STEM) initiatives as well as undergraduate engineering education has increased significantly. However, a survey of students in grades 9–12 indicated that only 2–3% of women in high school express an intention to study engineering; conversely, 16% of high school men declared that they plan to pursue an engineering degree [1]. In this paper, the authors present an initial review of published literature regarding the use of robotics in schools to identify cases where robotic kits have been used to engage girls in STEM learning and to discuss how robotics has been used or could be used to positively influence outcomes of girls’ knowledge, interests, self-efficacy, and attitudes related to careers in engineering

Supporting and Sustaining Equitable STEAM Activities in High School Classrooms: Understanding Computer Science Teachers’ Needs and Practices When Implementing an E-Textiles Curriculum to Forge Connections Across Communities

While the last two decades have seen an increased interest in STEAM (science, technology, engineering, arts, and mathematics) in K-12 schools, few efforts have focused on the teachers and teaching practices necessary to support these interventions. Even fewer have considered the important work that teachers carry out not just inside classrooms but beyond the classroom walls to sustain such STEAM implementation efforts, from interacting with administrators to recruiting students and persuading parents about the importance of arts and computer science. In order to understand teachers’ needs and practices regarding STEAM implementation, in this paper, we focus on eight experienced computer science teachers’ reflections on implementing a STEAM unit using electronic textiles, which combine crafting, circuit design, and coding so as to make wearable artifacts. We use a broad lens to examine the practices high school teachers employed not only in their classrooms but also in their schools and communities to keep these equitable learning opportunities going, from communicating with other teachers and admins to building a computer science (CS) teacher community across district and state lines. We also analyzed these reflections to understand teachers’ own social and emotional needs—needs important to staying in the field of CS education—better, as they are relevant to engaging with learning new content, applying new pedagogical skills, and obtaining materials and endorsements from their organizations to bring STEAM into their classrooms. In the discussion, we contemplate what teachers’ reported practices and needs say about supporting and sustaining equitable STEAM in classrooms

Exposing Students to STEM Careers through Hands-on Activities with Drones and Robots

Autonomous robots have been used in a variety of ways from collecting specimen in hazardous environments to space exploration. These robots can be found in various manufacturing systems as Autonomous Guided Vehicles (AGVs) to transport parts and assemblies throughout the manufacturing system. They have also been used as a vehicle to convey design thinking and other STEM-related concepts in mechanical engineering/mechanical engineering technology, electrical engineering/electrical engineering technology, computer science, and computer engineering. Various outreach events have included robotics based activities that engage students in building and programming autonomous robots for the purpose of achieving a specific task. These events are often found in schools in a form of STEM outreach, career days, robotic competitions, or during residential on-campus programs. This paper focuses on three robotics related sessions conducted during a three-day summer residential program for high school students offered at Old Dominion University, Norfolk, Virginia during the summer educational program named ODU BLAST. ODU BLAST is part of a Virginia Space Grant Consortium initiative called Building Leaders for Advancing Science and Technology (BLAST), offered at three different universities in the Commonwealth of Virginia

Tools for Integrating Computational Thinking and Mathematics in the Middle Grades

Integrating computational thinking (CT) in teaching specific K-12 school curricular is a more recent development than teaching CT in university and college courses. In this article, we share some insights on teaching practices that support integrating introductory computational thinking activities with school curricular activities for middle grades students. We specifically reflect on the tools and materials to use when integrating computational thinking concepts and mathematics curricular concepts in grade 4-8 classrooms. In this paper, we refer to integration of computational thinking concepts and mathematics curricular concepts as CT and mathematics

4-H Programs: An Overview

This paper will show how 4-H programs, activities, and events give youth opportunities to better members futures. 4-H has been helping community members for more than 100 years! 4-H is grounded in hands-on learning. The 4-H program allows youth to participate in a variety of program in many different areas. The main programs are Agriculture, Family and Consumer Science, Health, Communication, Leadership, Natural Resources, and Science, Engineering and Technology. In addition to a full review of 4-H programs, this paper will also inform the reader about the history of 4-H. The evidence included in this paper shows how 4-H can give youth opportunities to “To make the best better” (4-H Motto, 2018)

Spartan Daily, November 18, 2014

Volume 143, Issue 33https://scholarworks.sjsu.edu/spartandaily/1532/thumbnail.jp

A Sociable Humanoid Autonomous Robotic Platform (the SHARP Project): An evaluation of the G.E.N.E.S.I.S. robot as an interactive consumer robotic platform

The Social Humanoid Autonomous Robotic Platform (SHARP) project is an android project that was created with the intent of making learning about androids and robotics easier for the novice, diverse for the expert, educational in the classroom, and useful in the home or business. The project centers itself on its simplicity, low cost, and expandability. This paper illustrates how the SHARP Project has the potential to be an affordable fit in nearly every modern setting. The introduction of the SHARP project lays the groundwork for people of many ages, incomes, and educational levels to take advantage of robotics technology. The SHARP project features research based, in part, on a personal android project named G.E.N.E.S.I.S. as an example of the SHARP project\u27s features. The features of G.E.N.E.S.I.S. include voice recognition, speech synthesis, and responses to various sensor stimuli which help encourage human-robot interaction. This study uses survey results to examine the factors that make these robots desirable to consumers and identifies which factors make some robots more sociable than others. The study concludes with an evaluation of the G.E.N.E.S.I.S. robotic platform and suggests an appropriate market niche for this and other similar sociable humanoid robotic platforms

Design and Perception of a Social Robot to Promote Hand Washing Among Children in a Rural Indian School

We introduce “Pepe”, a social robot for encouraging proper handwashing behaviour among children. We discuss the motivation, the robot design and a pilot study conducted at a primary school located in the Western Ghats mountain ranges of Southern India with a significant presence of indigenous tribes. The study included individual & group interviews with a randomly selected sample of 45 children to gauge their perception of the Pepe robot across various dimensions including gender, animacy & technology acceptance. We also discuss some HRI implications for running user studies with rural children

Teaching Computational Thinking: are we considering students' socio-cultural context?

INTRODUCTION: Research to promote Computational Thinking (CT) has become frequent and carried out with the most different characteristics. Educational researchers argue that learning research needs to consider aspects of students' sociocultural context, regardless of what tools are used and how content is worked. However, it is not known if, and to what extent, these aspects are being considered in research to promote CT. OBJECTIVE: This research investigates whether the literature on initiatives to teach CT is recognizing and exploring aspects of students' sociocultural context and, mainly, how this is occurring. METHOD:A systematic review of the literature covering a decade (2007-2017) of articles published in the main vehicles of Computer Science in Education and Computer Science, considering the national and international scenario. RESULTS: The data indicate the students' sociocultural context is not being considered in the activities, although there is evidence that the scenario may be beginning to change. CONCLUSION: The results show that there is a growing concern and an evident effort by researchers to bring relevant elements of students' lives into the conducted practices. However, although it is possible to identify aspects of students' sociocultural context being considered by the mapped researches, it is still necessary to advance in terms of the rigor of the characterization of these aspects and the theoretical basis of the research