COVID has impacted students in my small, rural, geographically isolated community by creating significant learning delays in our early childhood students. My older STEM students code and build a variety of robots, and these learning tools have created a significant impact on my students' enthusiasm for school and for learning. I am hoping to expand this opportunity for STEM and robotics to the youngest students at our school in the Pre-K to 3rd grades by purchasing a classroom set of Dash Robots to be shared among the early childhood classrooms. Robotics offer a way to merge hands-on activities with technology. In addition, our state has adopted new computer science standards for grades K-12 that require all schools in the state teach coding at these very young grades. The Dash robots make teaching coding simple and fun for the students, and the opportunities that robotics and technology can bring to our students have exploded. As my school expands STEM to our elementary school, I do not want the Pre-K - 3rd grade to be left out of these STEM opportunities that will help my students critical thinking skills, and lay a scaffolding for more difficult coding in the future while building confidence and critical thinking skills.
More than half of students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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