In recent weeks, Mrs. Keeley, the dedicated Technology Teacher at Summit Christian Academy, led an impactful innovation training session for elementary teachers. The objective? To inspire and equip educators with the skills to integrate the school’s newly acquired educational robots into their lesson plans. This forward-thinking initiative challenges teachers to weave robotics into their curriculum, fostering problem-solving, creativity, and hands-on learning for their students.
In Mrs. VanLaningham’s Kindergarten class, the integration of technology is taking shape in the form of a center-based approach, where robots play a pivotal role in nurturing critical thinking skills. The robot chosen for this activity allows for simple coding, making it accessible and engaging for young learners. The children are tasked with designing a trail that guides the robot from point A to point B, offering them an introduction to coding logic and planning.
Last week, Mrs. VanLaningham’s class was introduced to this activity as a whole group, with students also having the opportunity to work with the robot as a “fast finisher” task. This week, “Huey,” as the robot is affectionately named, is being incorporated into center rotations, allowing small groups of two to three children to spend time exploring and navigating the robot. This hands-on experience encourages collaboration and reinforces foundational STEM concepts through play-based learning.
Mrs. Dixon’s 3rd grade class is utilizing robots to bring a dynamic twist to math lessons, specifically in solving multiplication problems. This week, students are using Dash, a versatile robot that adds an interactive layer to their mathematical problem-solving activities. The challenge involves navigating Dash through a maze. Each station within the maze presents a multiplication problem, and students must guide Dash to the correct answer. If solved correctly, a card directs them to the next problem and clears the path for further exploration. An incorrect answer, however, prompts a “try again” note, blocking their path until they reattempt the problem.
In addition to Dash, students are using Andy Bots, which require them to program the robot to travel from the start line to the finish line by inputting the correct solutions to multiplication problems. If the students code correctly, Andy makes it to the finish line without a hitch. If not, they must go back to solve the problem and adjust their coding. This approach not only solidifies math concepts but also instills resilience and the importance of iterative learning.
Both classes benefited from preliminary “free time” sessions during “Fun Friday” activities, where students explored how the robots work in an unstructured environment. This exploration period was essential in building familiarity and confidence with the technology, making the transition to more structured lessons smoother and more effective.
For now, the third graders are using the joystick mode for Dash, which emphasizes manual navigation. Mrs. Dixon plans to introduce the more advanced coding version in future lessons, gradually building the students’ proficiency and understanding of coding principles.
The introduction of robots into the classroom is already making waves. By seamlessly integrating these tools into daily lessons, teachers are opening new pathways for students to engage with their learning. This innovative approach not only meets curriculum standards but also sparks a passion for STEM that can carry forward through their educational journey.
With Mrs. Keeley’s leadership and the dedication of teachers like Mrs. VanLaningham and Mrs. Dixon, Summit Christian Academy is setting a strong precedent for the future of technology-integrated education. Through this initiative, students are learning to think critically, solve problems creatively, and collaborate with their peers—all essential skills for the 21st century.