Research article #1
Horvath, J. C., & Cameron, R. (2015). The New Shop Class: Getting Started With 3D Printing, Arduino, and Wearable Tech. Apress.
Chapter 2: Arduino, Raspberry Pi, and Programming Physical Things
1.) How might you use Arduino in a meaningful way so that the learning is not just about circuits?
2.) Arduino is not as low-floor as the other tools and therefore is not as instantly engaging. What are some affordances and constraints of this? Reference other readings in your answer.
Research Article #2
Somanath, S., Morrison, L., Hughes, J., Sharlin, E., Costa-Sousa, M. (2016). Engaging at-risk students through maker-culture activities. *This publication will be presented this winter at the TEI 2016 conference. As a result, the paper is still in-press -- please email: email@example.com to receive a copy of this paper.
1.) What are some key takeaways from this study in terms of using Arduino in the classroom for the first time?
2.) How did the creative task cards transform the learning and creation process for students? What could be lost in this process/approach that needs to be accounted for?
3.) This was a very STEM-focused project. How could the language arts be incorporated into the unit/creation process? How might that further transform learning for some students and/or lead to greater engagement?
4.) Based on all your learning with circuits to date, what suggestions might you provide or how might you "hack" this study?