Almost 400 students will enter my classroom this school year excited to learn about technology. They are respectful and successful students who have a desire to learn about anything STEAM related.
Students in Computer Technology class will be learning how to code and use 3D printers.
The technology skill level and knowledge that each student possesses truly varies, so this class allows my students to hone in on the skills they already possess and expand their knowledge of new technological skills all while expressing their creativity.
The students at this school have a passion and desire for technology and are always hungry to learn new things. Many students express their desires to go into STEAM career fields.
My Project
Students who use the Sphero Bolt Robots will be able to expand their coding knowledge and skills they have already obtained thus far in computer class. They will be able to use a tactile application that will test their knowledge base and push them to new levels of coding skill. They will learn programming of a movable object and will be able to manipulate the object to do various tasks as well. This tool will also expand their knowledge base of other technological tools, such as iPads, that will be used to help program the Sphero Robots.
Donations to help our classes obtain Sphero Bolt Robots will enrich the students experiences with technology and coding.
It will allow the students to practice their coding skills learned in computer technology class and will show them applicable examples of the careers that coding offers and creates. It may even inspire some students to create their own programming and will give more advanced students extra practice with new and unique technology that this school otherwise does not have.
DonorsChoose is the most trusted classroom funding site for teachers.
As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Mrs. Verslues and reviewed by the DonorsChoose team.
