# data[].attributes.body
https://edtechbooks.org/k12handbook/coding_in_k-12

# data[].attributes.attachment_link.description
Computers are a part of almost every industry and are changing the way we live. Equally, this is true in education because computers and technology are used to deliver curriculum and offer opportunities for students to interact with technology. To better understand the role of computing in the world, we need to dive deeper and educate students on the basics of computer science.

# data[].attributes.body
https://edtechbooks.org/k12handbook/coding_in_k-12

# data[].attributes.attachment_link.description
Computers are a part of almost every industry and are changing the way we live. Equally, this is true in education because computers and technology are used to deliver curriculum and offer opportunities for students to interact with technology. To better understand the role of computing in the world, we need to dive deeper and educate students on the basics of computer science.

# data[].attributes.body
https://edtechmagazine.com/k12/article/2019/09/how-k-12-classrooms-can-benefit-robotics-perfcon

# data[].attributes.attachment_link.provider_name
Technology Solutions That Drive Education

# data[].attributes.attachment_link.readable_text
Other developers are leaning into the natural tendency for kids to connect with humanlike robots - according to Cynthia Breazeal, associate director for the Bridge: MIT Quest for Intelligence, children have a "special kind of affinity" with these devices. Fuzzy, childlike and interactive robots such as Tega prompt social responses in children, who treat these bots like living beings rather than machines.

Robots such as Sphero and Ozobot, meanwhile, empower kids to learn critical coding skills without the need for desktop computer setups or tedious memorization. Sphero can be programmed using one of three onboard languages - macros, OrbBasic or Oval - to roll, display colors and track its position.

Ozobots empower kids to discover basic coding commands simply by drawing on paper. Different colors will produce different behaviors, allowing students to observe outcomes in real time.

K-12 Robotics Programs Embrace Drones

Robots are also broadening the scope of student observation and discovery. As drones become popular out-of-school tech pastimes, and inform potentially ambitious package delivery plans, some schools are leveraging this technology to get STEM learning off the ground.

As noted by EDU4ME, drones can help social studies students recognize the real-world impact of geography and cartography on history and current events. They're also being used to help students better understand coordinate mapping and distance calculations.

In addition, drones offer a bridge to more advanced design understanding and post-school career options. For instance, courses at Colorado Springs School District 11 allow students to design and build their own drones. Here, unbridled creative potential meets physical constraints, helping students understand key concepts around aerodynamics, weight and balance. "The kids will go crazy with the designs, and I will let them," says instructor David Steele. "They will learn quickly why they are designed the way they are."

Are Robots Going to Replace Teachers?

Robotic teaching offers the possibility of improved outcomes and reduced red tape, but there's an understandable concern: Could robots replace human educators? A 2017 WeForum piece offers up this dystopian future as a distinct possibility, with British education expert Anthony Seldon suggesting substantive robotic replacement by 2027.

Of note, STEM robots won't be the cause of this educator edge-out; friendly classroom bots and drone design challenges aren't the stuff of staffing nightmares. As noted by PBS, it's the rise of socially intelligent robots - those capable of responding to social and emotional cues using AI - that could potentially pose a challenge.

Realistically, however, large-scale replacement is unlikely. According to a recent study from the University of Plymouth, while robotics in the classroom may become part of the "educational infrastructure," their key role will be to " free up precious time for teachers, allowing the teacher to focus on what people still do best - provide a comprehensive, empathic, and rewarding educational experience."

Students, STEM and the New System

Robots have arrived in education, offering K-12 teachers a way to engage Generation Z and deliver comprehensive and compelling classroom experiences.

From STEM teaching tools to the rise of drone learning, the new school system favors robotic functions, but will always rely on educators to link emerging technologies with teachable moments.

# data[].attributes.attachment_link.title
How K-12 Classrooms Can Benefit from Robotics

# data[].attributes.attachment_link.description
Teaching robotics in the classroom can teach students the STEM skills needed for the future job market. Learn how robotics is the engagement tool teachers are looking for.

# data[].attributes.body
https://edtechmagazine.com/k12/article/2019/09/how-k-12-classrooms-can-benefit-robotics-perfcon

# data[].attributes.attachment_link.provider_name
Technology Solutions That Drive Education

# data[].attributes.attachment_link.readable_text
Other developers are leaning into the natural tendency for kids to connect with humanlike robots - according to Cynthia Breazeal, associate director for the Bridge: MIT Quest for Intelligence, children have a "special kind of affinity" with these devices. Fuzzy, childlike and interactive robots such as Tega prompt social responses in children, who treat these bots like living beings rather than machines.

Robots such as Sphero and Ozobot, meanwhile, empower kids to learn critical coding skills without the need for desktop computer setups or tedious memorization. Sphero can be programmed using one of three onboard languages - macros, OrbBasic or Oval - to roll, display colors and track its position.

Ozobots empower kids to discover basic coding commands simply by drawing on paper. Different colors will produce different behaviors, allowing students to observe outcomes in real time.

K-12 Robotics Programs Embrace Drones

Robots are also broadening the scope of student observation and discovery. As drones become popular out-of-school tech pastimes, and inform potentially ambitious package delivery plans, some schools are leveraging this technology to get STEM learning off the ground.

As noted by EDU4ME, drones can help social studies students recognize the real-world impact of geography and cartography on history and current events. They're also being used to help students better understand coordinate mapping and distance calculations.

In addition, drones offer a bridge to more advanced design understanding and post-school career options. For instance, courses at Colorado Springs School District 11 allow students to design and build their own drones. Here, unbridled creative potential meets physical constraints, helping students understand key concepts around aerodynamics, weight and balance. "The kids will go crazy with the designs, and I will let them," says instructor David Steele. "They will learn quickly why they are designed the way they are."

Are Robots Going to Replace Teachers?

Robotic teaching offers the possibility of improved outcomes and reduced red tape, but there's an understandable concern: Could robots replace human educators? A 2017 WeForum piece offers up this dystopian future as a distinct possibility, with British education expert Anthony Seldon suggesting substantive robotic replacement by 2027.

Of note, STEM robots won't be the cause of this educator edge-out; friendly classroom bots and drone design challenges aren't the stuff of staffing nightmares. As noted by PBS, it's the rise of socially intelligent robots - those capable of responding to social and emotional cues using AI - that could potentially pose a challenge.

Realistically, however, large-scale replacement is unlikely. According to a recent study from the University of Plymouth, while robotics in the classroom may become part of the "educational infrastructure," their key role will be to " free up precious time for teachers, allowing the teacher to focus on what people still do best - provide a comprehensive, empathic, and rewarding educational experience."

Students, STEM and the New System

Robots have arrived in education, offering K-12 teachers a way to engage Generation Z and deliver comprehensive and compelling classroom experiences.

From STEM teaching tools to the rise of drone learning, the new school system favors robotic functions, but will always rely on educators to link emerging technologies with teachable moments.

# data[].attributes.attachment_link.title
How K-12 Classrooms Can Benefit from Robotics

# data[].attributes.attachment_link.description
Teaching robotics in the classroom can teach students the STEM skills needed for the future job market. Learn how robotics is the engagement tool teachers are looking for.

# data[].attributes.body
https://www.robotlab.com/blog/curious-about-classroom-makerspaces-heres-how-to-get-started

# data[].attributes.attachment_link.readable_text
Makerspace is a rapidly growing trend in schools across the country, but to be honest, I've never implemented one myself, and I can't quite picture the logistics of orchestrating a Makerspace. How do kids know what to do? How can you find out what they're learning? How do you make time for that with all the other tasks crammed into the school day? And how do you keep the Makerspace from turning into a chaotic mess?

By Angela Watson

I wanted to get answers to these questions from teachers who have extensive Makerspace experience, and not just at the secondary level. So, I invited Cheryl Nelson and Wendy Goldfein of Get Caught Engineering to share how they've managed Makerspaces in their own classrooms and helped other elementary and middle school teachers get started, too. Thank you, Cheryl and Wendy, for sharing your experiences below!

What exactly is a Maker and what happens in the "space"?

If you search a thesaurus for the word "make" you will find a plethora of great synonyms: create, cause, assemble, manufacture, achieve, invent, generate, produce, craft, build, construct, or generate. And that is exactly what happens in a Makerspace. It is truly an environment where one is only limited by one's imagination. It mixes all aspects of STEM-Science, Technology, Engineering, and Math-and sprinkles it with imagination for an exploration of "what if."

As we have integrated engineering lessons into our classrooms, we have watched as kids come up to us and asked, "Mrs. G, are there extra popsicles sticks? May I have them?" "Mrs. N, can I have this extra wire? Do you have any extra magnetic tape?"And when asked, "Why do you want these items?" the answer invariably was "I just would like to build something with it." The desire to gather "stuff" in order to "create things" became commonplace with our students.

With those experiences in mind, we started paying more attention to the Maker Movement and came to the conclusion that having a Maker Space in our classroom would be a perfect catalyst for developing problem solving skills with our students.

What materials do you use in a classroom Makerspace?

Although it would be really neat to have some of the more expensive tools that many Maker Spaces have, like 3-D printers and Little Bits Electrical Kits, we settled on creating a space that used simple items found around the house, classroom, and school, including recyclables and throw-a-ways.

Rather than have students just gather up a lot of materials to glue or tape together, we developed task cards that would provide brain push-ups and explore possible projects that interested them. Students chose something that interested them to work on. They were then allowed to draw a picture of what they imagined, build a prototype for their idea, or actually create and make a finished project.

The projects were widely varied: crocheting a hat for a cat; constructing a desk organizer; making a mock-up of a state-of-the-art lunch tray, and an alarm for treasure box. Some students wanted to create and some wanted to investigate. Taking apart old donated cell phones or toys was popular. All choices provided the students with problem solving opportunities.

How do students know what to build in the Makerspace?

As we developed our Makerspace center, we quickly realized that Makerspaces and children are a natural combination. Children are tinkerers. They enjoy taking things apart to see how they work and being challenged to put it back together. By providing an array of materials, they can create something unique that has never been seen before.

In a classroom Makerspace, students have the freedom to explore their own interests and to come up with their own projects that they would like to create. Given this freedom, students direct their own learning by delving into topics that they need to learn about to make their project successful:

Want to build an alarm? Time to review circuits and switches.

Want to create a small hat? Time to learn to sew or crochet.

It becomes a real-world inspired motivation to learn more and delve into research or track down primary source interviews from those "in the know."

How do I find the time for students to use a Makerspace?

We decided to keep things very simple in our classrooms and create a Maker's Space as a center. Students could pursue interests and begin a project of their own choosing. For those needing inspiration, these task cards with suggestions were provided.

The Maker Space is essentially open all day for students to continue their projects when regular classwork is completed. The Space is particularly busy on days when outdoor recess is impossible.

What do I need to get started with a Makerspace?

Beginning a Maker's space doesn't mean that you need to max out your or the school's credit card buying tons of materials. To begin with, stock the space with items that are typically found around the house or school - small and larger boxes, paper towel and toilet paper tubes, egg cartons, masking and duct tape, as well as liquid and stick glue.

Ask for donations from parents for other items such as wire, yarn, toothpicks, cups, recycled plastic containers. We have found that the best type of cardboard for ease of cutting are cereal boxes. Tools needed will include screw drivers (flat head and Philips head), pliers, and scissors. You may need to purchase items such as feathers, pipe cleaners, brads, and craft sticks, but don't hesitate to add those items to a donation request from businesses or parents.

If possible, try to include old toys or small electronics to be taken apart or help kids discover how things work. Broken toys can also be supplied for students to repair, furthering their knowledge of how things work.

How can I make sure students are learning and not just wasting supplies?

Good questions. Yes, thinking can be untidy, tinkering can generate clutter, and testing ideas can create a muddle. You do not want your Maker Space to just become a "Let's Make A Mess and Walk Away" Center. Planning ahead on your part and their part will alleviate headaches later.

To help control the consumption of supplies, we strongly suggest that students first create a detailed plan for their project. By having a detailed, labeled drawing and a list of projected materials provided to the teacher, wasted materials are reduced. This also ensures that the student has carefully thought out, researched, and planned the project.

How do I start a Makerspace in my classroom?

Ready to give it a try? Here's your Makerspace to-do list:

1. Select an area for your Makerspace. You want room for 3-4 students to work, and a display area for project ideas and a sturdy table.

2. Gather storage containers. We love to shop at hardware stores for ideas. (Did you know you can buy empty paint cans? Those are marvelous for storing various tools.) We also shop at the dollar store for assorted bins and baskets that are reasonably priced. Think carefully about where you will store extra supplies. There is nothing quite as exciting as receiving five huge trash bags of recycled items at 8:00 AM and having nowhere to put them except behind, in front, and on top of your desk!

And that reminds us...become VERY good friends with all of the custodians. They are the experts at helping you find locations to store extra items, as well as making sure that your "treasures that look like trash" don't get tossed out. (We know the favorite type of homemade cookies for every one on our custodial staff...just sayin'.)

3. Send out a donation letter for items you would like.Letters can not only go to parents and grandparents, but stores and associations and agencies, too. Really search your community for possible connections. We developed no fear in approaching anyone and everyone for items. (Did we mention the 1,000 ping pong balls, wooden spools and paint stirrers that a group donated and DELIVERED to us? Three years later, we are still making catapults with that amazing donation.) Here's a suggested donation list of STEM essentials.

4. Put donations away as soon as they come in. No excuses. Really. Trust us. We know two words: organized chaos!

5. Create a poster with rules for your center. Keep it simple. We suggest: "Plan. Persevere. Put Away." Hint: Make keeping the Makerspace organized one of your classroom jobs.
6. Create an Open and Closed sign as well as a sign up sheet for the Makerspace. 7. Hang an inventory list nearby so that the students can indicate when certain consumables are beginning to run low.
8. If possible, solicit adult volunteers to be the docents for the Makerspace. This will make your life easier, but is not necessary for a successful Maker Space.

9. Make a wish list for big items such as a 3-D printer or Makey-Makey kit and keep your eyes out for small grants that can help you obtain those items. Have a "nothing ventured, nothing gained" attitude and don't be afraid to give grants a try for things you would like to add.

It is our hope that Makerspaces become as central to a classroom as a reading corner or a math manipulative shelf. Flexible thinking, problem solving, collaboration are all 21 st century habits that a Makerspace can provide for you and your students. Providing an environment where students can create and dream of new ideas is the best way to instill those skills. And besides, as the famous creator and ultimate maker Walt Disney once said, "It's kind of fun to do the impossible!"

Discover more about Makerspaces with RobotLAB!

Check our products page, and our learning platform Engage!K12 that offer a wide range of lessons for students and teachers! No robotics experience required.

# data[].attributes.attachment_link.title
Curious About Classroom Makerspaces? Here's How to Get Started.

# data[].attributes.attachment_link.description
How do kids know what to do? How can you find out what they're learning? How do you make time for that with all the other tasks crammed into the school day?

# data[].attributes.headline
Resources- 3D printer, gather materials 

# data[].attributes.subject
Resources- 3D printer, gather materials 

# data[].attributes.body
https://www.robotlab.com/blog/curious-about-classroom-makerspaces-heres-how-to-get-started

# data[].attributes.attachment_link.readable_text
Makerspace is a rapidly growing trend in schools across the country, but to be honest, I've never implemented one myself, and I can't quite picture the logistics of orchestrating a Makerspace. How do kids know what to do? How can you find out what they're learning? How do you make time for that with all the other tasks crammed into the school day? And how do you keep the Makerspace from turning into a chaotic mess?

By Angela Watson

I wanted to get answers to these questions from teachers who have extensive Makerspace experience, and not just at the secondary level. So, I invited Cheryl Nelson and Wendy Goldfein of Get Caught Engineering to share how they've managed Makerspaces in their own classrooms and helped other elementary and middle school teachers get started, too. Thank you, Cheryl and Wendy, for sharing your experiences below!

What exactly is a Maker and what happens in the "space"?

If you search a thesaurus for the word "make" you will find a plethora of great synonyms: create, cause, assemble, manufacture, achieve, invent, generate, produce, craft, build, construct, or generate. And that is exactly what happens in a Makerspace. It is truly an environment where one is only limited by one's imagination. It mixes all aspects of STEM-Science, Technology, Engineering, and Math-and sprinkles it with imagination for an exploration of "what if."

As we have integrated engineering lessons into our classrooms, we have watched as kids come up to us and asked, "Mrs. G, are there extra popsicles sticks? May I have them?" "Mrs. N, can I have this extra wire? Do you have any extra magnetic tape?"And when asked, "Why do you want these items?" the answer invariably was "I just would like to build something with it." The desire to gather "stuff" in order to "create things" became commonplace with our students.

With those experiences in mind, we started paying more attention to the Maker Movement and came to the conclusion that having a Maker Space in our classroom would be a perfect catalyst for developing problem solving skills with our students.

What materials do you use in a classroom Makerspace?

Although it would be really neat to have some of the more expensive tools that many Maker Spaces have, like 3-D printers and Little Bits Electrical Kits, we settled on creating a space that used simple items found around the house, classroom, and school, including recyclables and throw-a-ways.

Rather than have students just gather up a lot of materials to glue or tape together, we developed task cards that would provide brain push-ups and explore possible projects that interested them. Students chose something that interested them to work on. They were then allowed to draw a picture of what they imagined, build a prototype for their idea, or actually create and make a finished project.

The projects were widely varied: crocheting a hat for a cat; constructing a desk organizer; making a mock-up of a state-of-the-art lunch tray, and an alarm for treasure box. Some students wanted to create and some wanted to investigate. Taking apart old donated cell phones or toys was popular. All choices provided the students with problem solving opportunities.

How do students know what to build in the Makerspace?

As we developed our Makerspace center, we quickly realized that Makerspaces and children are a natural combination. Children are tinkerers. They enjoy taking things apart to see how they work and being challenged to put it back together. By providing an array of materials, they can create something unique that has never been seen before.

In a classroom Makerspace, students have the freedom to explore their own interests and to come up with their own projects that they would like to create. Given this freedom, students direct their own learning by delving into topics that they need to learn about to make their project successful:

Want to build an alarm? Time to review circuits and switches.

Want to create a small hat? Time to learn to sew or crochet.

It becomes a real-world inspired motivation to learn more and delve into research or track down primary source interviews from those "in the know."

How do I find the time for students to use a Makerspace?

We decided to keep things very simple in our classrooms and create a Maker's Space as a center. Students could pursue interests and begin a project of their own choosing. For those needing inspiration, these task cards with suggestions were provided.

The Maker Space is essentially open all day for students to continue their projects when regular classwork is completed. The Space is particularly busy on days when outdoor recess is impossible.

What do I need to get started with a Makerspace?

Beginning a Maker's space doesn't mean that you need to max out your or the school's credit card buying tons of materials. To begin with, stock the space with items that are typically found around the house or school - small and larger boxes, paper towel and toilet paper tubes, egg cartons, masking and duct tape, as well as liquid and stick glue.

Ask for donations from parents for other items such as wire, yarn, toothpicks, cups, recycled plastic containers. We have found that the best type of cardboard for ease of cutting are cereal boxes. Tools needed will include screw drivers (flat head and Philips head), pliers, and scissors. You may need to purchase items such as feathers, pipe cleaners, brads, and craft sticks, but don't hesitate to add those items to a donation request from businesses or parents.

If possible, try to include old toys or small electronics to be taken apart or help kids discover how things work. Broken toys can also be supplied for students to repair, furthering their knowledge of how things work.

How can I make sure students are learning and not just wasting supplies?

Good questions. Yes, thinking can be untidy, tinkering can generate clutter, and testing ideas can create a muddle. You do not want your Maker Space to just become a "Let's Make A Mess and Walk Away" Center. Planning ahead on your part and their part will alleviate headaches later.

To help control the consumption of supplies, we strongly suggest that students first create a detailed plan for their project. By having a detailed, labeled drawing and a list of projected materials provided to the teacher, wasted materials are reduced. This also ensures that the student has carefully thought out, researched, and planned the project.

How do I start a Makerspace in my classroom?

Ready to give it a try? Here's your Makerspace to-do list:

1. Select an area for your Makerspace. You want room for 3-4 students to work, and a display area for project ideas and a sturdy table.

2. Gather storage containers. We love to shop at hardware stores for ideas. (Did you know you can buy empty paint cans? Those are marvelous for storing various tools.) We also shop at the dollar store for assorted bins and baskets that are reasonably priced. Think carefully about where you will store extra supplies. There is nothing quite as exciting as receiving five huge trash bags of recycled items at 8:00 AM and having nowhere to put them except behind, in front, and on top of your desk!

And that reminds us...become VERY good friends with all of the custodians. They are the experts at helping you find locations to store extra items, as well as making sure that your "treasures that look like trash" don't get tossed out. (We know the favorite type of homemade cookies for every one on our custodial staff...just sayin'.)

3. Send out a donation letter for items you would like.Letters can not only go to parents and grandparents, but stores and associations and agencies, too. Really search your community for possible connections. We developed no fear in approaching anyone and everyone for items. (Did we mention the 1,000 ping pong balls, wooden spools and paint stirrers that a group donated and DELIVERED to us? Three years later, we are still making catapults with that amazing donation.) Here's a suggested donation list of STEM essentials.

4. Put donations away as soon as they come in. No excuses. Really. Trust us. We know two words: organized chaos!

5. Create a poster with rules for your center. Keep it simple. We suggest: "Plan. Persevere. Put Away." Hint: Make keeping the Makerspace organized one of your classroom jobs.
6. Create an Open and Closed sign as well as a sign up sheet for the Makerspace. 7. Hang an inventory list nearby so that the students can indicate when certain consumables are beginning to run low.
8. If possible, solicit adult volunteers to be the docents for the Makerspace. This will make your life easier, but is not necessary for a successful Maker Space.

9. Make a wish list for big items such as a 3-D printer or Makey-Makey kit and keep your eyes out for small grants that can help you obtain those items. Have a "nothing ventured, nothing gained" attitude and don't be afraid to give grants a try for things you would like to add.

It is our hope that Makerspaces become as central to a classroom as a reading corner or a math manipulative shelf. Flexible thinking, problem solving, collaboration are all 21 st century habits that a Makerspace can provide for you and your students. Providing an environment where students can create and dream of new ideas is the best way to instill those skills. And besides, as the famous creator and ultimate maker Walt Disney once said, "It's kind of fun to do the impossible!"

Discover more about Makerspaces with RobotLAB!

Check our products page, and our learning platform Engage!K12 that offer a wide range of lessons for students and teachers! No robotics experience required.

# data[].attributes.attachment_link.title
Curious About Classroom Makerspaces? Here's How to Get Started.

# data[].attributes.attachment_link.description
How do kids know what to do? How can you find out what they're learning? How do you make time for that with all the other tasks crammed into the school day?

# data[].attributes.body
https://edtechmagazine.com/k12/article/2019/03/virtual-reality-matures-k-12-classroom

# data[].attributes.attachment_link.provider_name
Technology Solutions That Drive Education

# data[].attributes.attachment_link.readable_text
With more content available and great knowledge of how to use the increasingly affordable tools, VR-based instruction takes hold.

So far this school year, students in Schaumburg School District 54 have visited the Great Hall at Ellis Island, walked on the moon and experienced trench warfare during World War I.

The Illinois district brought those best-ever field trips to life by deploying virtual reality kits in each of its 28 schools. The return realized in the form of student engagement through VR-enhanced education has been overwhelming, Associate Superintendent Nick Myers says.

"I don't think I could give you another example where we've seen more enthusiasm and excitement on the part of students than with the lessons that have been developed and implemented this fall using virtual reality," Myers says.

Although VR remains in the early adopter phase in many instances, it's no longer just a shiny new object that schools want to experiment with in piecemeal fashion. A growing number of K-12 schools are taking a holistic approach to buying and implementing VR and integrating the technology in their curriculum.

We've seen truly emotional reactions to it because the students can see it, they can navigate through and be part of the experience they're learning about."

Nick Myers Associate Superintendent, Schaumburg (Ill.) School District 54

"The ability to truly transport people to different places and different periods of time is a way to connect learning in a really powerful way for kids," Myers says. "We've seen truly emotional reactions to it because the students can see it, they can navigate through and be part of the experience they're learning about."

In its 2018 report " Virtual Reality 101: What You Need to Know About Kids and VR," Common Sense Media highlights four technological capabilities that can be applied successfully to learning environments in VR: creating 3D spatial representations; multisensory channels for user interaction; immersing users in virtual environments; and intuitive interactions through the use of tools such as joysticks, wands or gloves.

"The main argument for highly immersive VR environments for educational endeavors is that they have the potential to make learning feel more real by promoting a sense of presence," the report states.
MORE FROM EDTECH: See how teachers use virtual and augmented reality to teach computer science.
Schools Use VR Holistically For Greatest Returns

School District 54, which has more than 15,000 K-8 students and 1,467 teachers, made the decision to incorporate Lenovo Virtual Reality Classroom kits districtwide after a great deal of deliberation, first putting the technology up for study within Innovate 54, an instructional innovation task force made up of representatives from each school, including the principal, assistant principal, teachers and instructional technology specialists.

Based on the group's positive and enthusiastic findings, Executive Director of IT John Wilms worked to embed a virtual and augmented reality lab in the learning centers of each school. In looking for a specific solution, price was a consideration, but the most important requirement was ease of use for students and teachers.

Each school has a set of 30 VR headsets, enough for one class to use at a time. Teachers can use them in the lab or check them out and wheel them to the classroom.

"They have a nice cart setup for the devices, so the headsets are always secured and charging, and it's easy to get them in and out of the lab," Wilms says.

Back to the article Autoplay Full Screen Grid View Exit Full Screen

Back to the article Autoplay Full Screen Grid View Exit Full Screen

Most teachers in the district access VR content through Google Expeditions, part of the Google for Education suite of apps and solutions. IT teams planning to incorporate VR have several considerations to work through when it comes to network bandwidth and support.

The technology's 360-degree, high-definition immersive views are bandwidth-intensive, and the headsets use different networking protocols than other technology assets.

To make the devices simpler to support and manage, Wilms augmented the district network, which includes components from Cisco, Juniper and Aerohive Networks, by carving out a separate virtual LAN that would be exclusive to the headsets. Other districts may take their own approach to security and implementation requirements, depending on specific needs, he says.
MORE FROM EDTECH: See how mixed reality tools offer unique classroom opportunities.
K-12 Schools Create Immersive Experiences Without Headsets

At the Methacton School District in Eagleville, Pa., a planetarium housed in the middle school has long acted as a virtual reality space for the district's 5,000 students.

"The whole dome ceiling is one big screen, and students don't even need goggles to be part of the immersion," says Layla Lyons, a technology integration specialist for Methacton's middle school grades.

More recently, using 3D models and virtual reality content from NASA, astronomy students experienced landing on Mars and exploring its surface. When the district sought to extend VR to all of its classrooms, to provide opportunities across all subjects, it settled on a wide variety of VR and supporting technology.

The district's one-to-one Chromebook program for grades 7-12 also provides tablets and Chromebooks inside the classroom for the lower grades. While teachers make use of the inherent VR capabilities in those devices, they also use Google Cardboard goggles with Google Expeditions content. Teachers may also check out one of several sets of higher-end Google VR goggles available for loan.

In many cases, Methacton uses Nearpod and other web-based VR applications and content that allow students to experience 360-degree views on a tablet or Chromebook screen without using a headset. For example, Methacton students recently explored the geography and topography of the Mariana Trench using their Chromebooks.

"They can navigate by turning the screen, and it's just as immersive and engaging as the headsets," says Christopher Lloyd, technology integration specialist for Methacton High School. "It's also a little safer because the kids don't bump into each other."

9%

Percentage of U.S. middle school students who say they have experienced virtual or augmented reality in the classroom

Source: Project Tomorrow, "Speak Up Research Project for Digital Learning, 2016 Findings," June 2017

To ensure that teachers can effectively incorporate VR at any time in their school day, Methacton strengthened its Cisco Meraki wireless network by adding more access points.

" You don't want to give out new technology and then have it not work. The teachers won't ever try it again," Lloyd says. Now, when a teacher sets up a VR lesson, "all students will be able to participate without any lags or glitches."

'Iolani School, a private K-12 college preparatory school in Hawaii, has used VR in the classroom for the past two years, taking a creative approach to deployment.

The school relies on content from Google Expeditions as well as the Discovery Channel and The New York Times, both of which offer free and unique VR applications. Older students use headsets to e xplore places like Jerusalem's Western Wall.

Younger students typically use their tablets for 2D experiences. Students also create their own expeditions, says Michael Fricano II, a technology integration specialist for the school.

Several students recently visited a local organic farm and worked to turn the trip into a VR experience that students at other schools could enjoy. In the future, students will work to virtualize other local sites, including Pearl Harbor and Hawaiian cultural sites.

"When students are the creators of their own learning, they internalize the content and get more passionate about it," Fricano says. "VR just has that wow factor that really gets students excited and engaged. We've seen nothing but benefits."

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# data[].attributes.attachment_link.title
Virtual Reality Matures in the K-12 Classroom

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With more content available and great knowledge of how to use the increasingly affordable tools, VR-based instruction takes hold.

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https://edtechmagazine.com/k12/article/2019/03/virtual-reality-matures-k-12-classroom

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Technology Solutions That Drive Education

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With more content available and great knowledge of how to use the increasingly affordable tools, VR-based instruction takes hold.

So far this school year, students in Schaumburg School District 54 have visited the Great Hall at Ellis Island, walked on the moon and experienced trench warfare during World War I.

The Illinois district brought those best-ever field trips to life by deploying virtual reality kits in each of its 28 schools. The return realized in the form of student engagement through VR-enhanced education has been overwhelming, Associate Superintendent Nick Myers says.

"I don't think I could give you another example where we've seen more enthusiasm and excitement on the part of students than with the lessons that have been developed and implemented this fall using virtual reality," Myers says.

Although VR remains in the early adopter phase in many instances, it's no longer just a shiny new object that schools want to experiment with in piecemeal fashion. A growing number of K-12 schools are taking a holistic approach to buying and implementing VR and integrating the technology in their curriculum.

We've seen truly emotional reactions to it because the students can see it, they can navigate through and be part of the experience they're learning about."

Nick Myers Associate Superintendent, Schaumburg (Ill.) School District 54

"The ability to truly transport people to different places and different periods of time is a way to connect learning in a really powerful way for kids," Myers says. "We've seen truly emotional reactions to it because the students can see it, they can navigate through and be part of the experience they're learning about."

In its 2018 report " Virtual Reality 101: What You Need to Know About Kids and VR," Common Sense Media highlights four technological capabilities that can be applied successfully to learning environments in VR: creating 3D spatial representations; multisensory channels for user interaction; immersing users in virtual environments; and intuitive interactions through the use of tools such as joysticks, wands or gloves.

"The main argument for highly immersive VR environments for educational endeavors is that they have the potential to make learning feel more real by promoting a sense of presence," the report states.
MORE FROM EDTECH: See how teachers use virtual and augmented reality to teach computer science.
Schools Use VR Holistically For Greatest Returns

School District 54, which has more than 15,000 K-8 students and 1,467 teachers, made the decision to incorporate Lenovo Virtual Reality Classroom kits districtwide after a great deal of deliberation, first putting the technology up for study within Innovate 54, an instructional innovation task force made up of representatives from each school, including the principal, assistant principal, teachers and instructional technology specialists.

Based on the group's positive and enthusiastic findings, Executive Director of IT John Wilms worked to embed a virtual and augmented reality lab in the learning centers of each school. In looking for a specific solution, price was a consideration, but the most important requirement was ease of use for students and teachers.

Each school has a set of 30 VR headsets, enough for one class to use at a time. Teachers can use them in the lab or check them out and wheel them to the classroom.

"They have a nice cart setup for the devices, so the headsets are always secured and charging, and it's easy to get them in and out of the lab," Wilms says.

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Most teachers in the district access VR content through Google Expeditions, part of the Google for Education suite of apps and solutions. IT teams planning to incorporate VR have several considerations to work through when it comes to network bandwidth and support.

The technology's 360-degree, high-definition immersive views are bandwidth-intensive, and the headsets use different networking protocols than other technology assets.

To make the devices simpler to support and manage, Wilms augmented the district network, which includes components from Cisco, Juniper and Aerohive Networks, by carving out a separate virtual LAN that would be exclusive to the headsets. Other districts may take their own approach to security and implementation requirements, depending on specific needs, he says.
MORE FROM EDTECH: See how mixed reality tools offer unique classroom opportunities.
K-12 Schools Create Immersive Experiences Without Headsets

At the Methacton School District in Eagleville, Pa., a planetarium housed in the middle school has long acted as a virtual reality space for the district's 5,000 students.

"The whole dome ceiling is one big screen, and students don't even need goggles to be part of the immersion," says Layla Lyons, a technology integration specialist for Methacton's middle school grades.

More recently, using 3D models and virtual reality content from NASA, astronomy students experienced landing on Mars and exploring its surface. When the district sought to extend VR to all of its classrooms, to provide opportunities across all subjects, it settled on a wide variety of VR and supporting technology.

The district's one-to-one Chromebook program for grades 7-12 also provides tablets and Chromebooks inside the classroom for the lower grades. While teachers make use of the inherent VR capabilities in those devices, they also use Google Cardboard goggles with Google Expeditions content. Teachers may also check out one of several sets of higher-end Google VR goggles available for loan.

In many cases, Methacton uses Nearpod and other web-based VR applications and content that allow students to experience 360-degree views on a tablet or Chromebook screen without using a headset. For example, Methacton students recently explored the geography and topography of the Mariana Trench using their Chromebooks.

"They can navigate by turning the screen, and it's just as immersive and engaging as the headsets," says Christopher Lloyd, technology integration specialist for Methacton High School. "It's also a little safer because the kids don't bump into each other."

9%

Percentage of U.S. middle school students who say they have experienced virtual or augmented reality in the classroom

Source: Project Tomorrow, "Speak Up Research Project for Digital Learning, 2016 Findings," June 2017

To ensure that teachers can effectively incorporate VR at any time in their school day, Methacton strengthened its Cisco Meraki wireless network by adding more access points.

" You don't want to give out new technology and then have it not work. The teachers won't ever try it again," Lloyd says. Now, when a teacher sets up a VR lesson, "all students will be able to participate without any lags or glitches."

'Iolani School, a private K-12 college preparatory school in Hawaii, has used VR in the classroom for the past two years, taking a creative approach to deployment.

The school relies on content from Google Expeditions as well as the Discovery Channel and The New York Times, both of which offer free and unique VR applications. Older students use headsets to e xplore places like Jerusalem's Western Wall.

Younger students typically use their tablets for 2D experiences. Students also create their own expeditions, says Michael Fricano II, a technology integration specialist for the school.

Several students recently visited a local organic farm and worked to turn the trip into a VR experience that students at other schools could enjoy. In the future, students will work to virtualize other local sites, including Pearl Harbor and Hawaiian cultural sites.

"When students are the creators of their own learning, they internalize the content and get more passionate about it," Fricano says. "VR just has that wow factor that really gets students excited and engaged. We've seen nothing but benefits."

Security

Data Center

# data[].attributes.attachment_link.title
Virtual Reality Matures in the K-12 Classroom

# data[].attributes.attachment_link.description
With more content available and great knowledge of how to use the increasingly affordable tools, VR-based instruction takes hold.

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https://edtechmagazine.com/k12/article/2019/06/resurgence-3d-printers-modern-learning-environments-perfcon

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The Resurgence of 3D Printers in Modern Learning Environments

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3D printing technology is returning to the spotlight as K–12 educators use the classroom technology to teach coding and problem-solving skills.

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https://edtechmagazine.com/k12/article/2019/06/resurgence-3d-printers-modern-learning-environments-perfcon

# data[].attributes.attachment_link.title
The Resurgence of 3D Printers in Modern Learning Environments

# data[].attributes.attachment_link.description
3D printing technology is returning to the spotlight as K–12 educators use the classroom technology to teach coding and problem-solving skills.