Abstract
The US Bureau of Labor Statistics predicts over 8 million job openings in IT and computing, including 1 million cybersecurity postings, over the current five-year period. This paper presents lessons learned in preparing middle-school students in rural Georgia for future careers in computer science/ IT by teaching computer programming in the free, open-source programming language Python using Turtle graphics, and discusses exercises and activities with low-cost drones, bots, and 3D printers to get students interested and keep them engaged in coding. Described herein is one pair of instructors’ (one middle-school, one university) multi-year, multi-stage approach to providing engineering and technology courses, including: how to code Turtle graphics in Python; how to engage children by using short, interactive, visual programs for every age level; building cross-curricular bridges toward technology careers using 3D printing, robotics, and low-cost drones; and, how to build more advanced programming skills in Python.
Highlights
The initial inspiration for an Engineering and Technology course at a rural middle school, which includes computer programming, originated from the desire to provide a unique approach to teaching problem solving skills to my students
This paper presents lessons learned in preparing middle-school students in rural Georgia for future careers in computer science/ IT by teaching computer programming in the free, open-source programming language Python using Turtle graphics, and discusses exercises and activities with low-cost drones, bots, and 3D printers to get students interested and keep them engaged in coding
Described is one pair of instructors’ multi-year, multi-stage approach to providing engineering and technology courses, including: how to code Turtle graphics in Python; how to engage children by using short, interactive, visual programs for every age level; building cross-curricular bridges toward technology careers using 3D printing, robotics, and low-cost drones; and, how to build more advanced programming skills in Python
Summary
The initial inspiration for an Engineering and Technology course at a rural middle school, which includes computer programming, originated from the desire to provide a unique approach to teaching problem solving skills to my students. The primary goal of the robotics program was for students to shift from an answer-driven attitude of learning to embracing multiple approaches and possible solutions for any given problem or challenge. I expected this change to be challenging for my students but did not expect it to be a challenge to the parents who vocally expressed concern about their child's progress in the class and what they could do to better prepare them for the challenges. It took time, but by the end of the class my students were asking good questions, seeking multiple solutions, modifying their approach when necessary, and collaborating with each other. It proved to be the foundation of a larger engineering and technology program, thanks to the ability to demonstrate significant student demand through high participation rates in both robotics classes and after-school programs
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