This is a recycled post from July 30, 2017. I as the new Picademy dates have been posted, I think you need to read what this training meant to me and what it can do for you and your students.

Last Thursday and Friday I had the incredible opportunity to participate in a training session called Picademy. For those who have not heard of Picademy, it is the Raspberry Pi Foundation’s free face-to-face training program that aims to support educators throughout their digital making and computing journey.

If you have not heard of a Raspberry Pi you must have been living under a rock for the past 5+ years. The Raspberry Pi is a credit card sized computer that costs $35. (You still have to provide a micro SD card, power plug, keyboard, mouse and monitor.)(If you run the Raspberry Pi headless [without a monitor using another computer to run using VNC], you don’t need the keyboard, mouse or monitor.) It is a fully functional computer running a version of Linux called Raspbian.

During the two days of the Picademy we were trained on using the Raspberry Pi. The training focused on digital making utilizing the Pi as a tool or material in the project we were making. I’m not sure if you caught what I just said. The Pi computer is just one of the many materials we used in our digital making.

Too often in schools we use technology to be able to say we used technology. We assign digital worksheets and call it technology integration. We spend thousands of dollars on 1:1 initiatives only to have students completing the same types of assignments as before.

Digital making utilizes many materials and the Pi or other tech device is just one of the materials required to build the project. What is essential to digital making is student choice. Giving the students the choice of what to build. The Picademy facilitators gave us a choice in what project we wanted to create. We all brainstormed ideas. There were many ideas, most of which were a solution to a problem or a need in our various schools, classrooms and maker spaces. One of my favorites was the exit ticket machine. The group created a program and a graphical user interface (GUI) to ask students a question. The students stepped up to the machine and pressed a button that corresponded with their answer. It tallied the results for the teacher to quickly collect.

My group started with my idea in building a robot. I wanted to see if we could build a low cost robot that would be affordable to my students. The PiRover is pictured to the left. I had a need and my group worked to find a solution to the need.

Digital making is about students (not teachers) coming up with a solution to a problem or need and creating the solution. This is real world problem solving. The learning potential in digital making is massive.

The proof of potential learning is that every single team at the Picademy built something they had not built before. We all had to spend the 2 and a half hours learning. We had to find the information we needed to complete our projects. The facilitators were there for help, just like we are for our students. There were times that the facilitators did not have the answer. They only had suggestions or hits that might work or might lead us to our solution.

In addition to learning and practicing digital making, we were encouraged and given permission to fail. That isn’t something you usually hear. I tell my robotics students on the first day of class that they will fail more times that they will succeed. That is part of life. Think about how many inventors failed over and over again before the invention worked.

Overall, Picademy invited us to take on a maker mindset. Digital making requires a shift in how we teach. It changes the our role as teacher and the student’s role in learning. This maker mindset is where real world collides with the educational institution.

I guess what I am saying is Picademy was life changing. Life changing for me, my students and those who I can drag along with me.


Has your state adopted learning standards in computer science? Have you checked? In Ohio we adopted computer science learning standards in 2018. After studying our standards, I think a great place to start in the K-6 content or self contained classroom is algorithms.

Starting in kindergarten and first grade, the Ohio standard for algorithms states: With guidance and support, model a real-world process by constructing and following step-by-step directions (i.e., algorithms) to complete tasks. Kindergarten and first grade teachers are probably already doing this. You might not use the word algorithm, but I’m sure you work on making and following multi step instructions.

In second grade the standard drops the with guidance, but still works on creating and following instructions. It states: Model a real-world process by constructing and following step-by-step instructions (i.e., algorithms) to complete tasks.

When we get to third grade students need to start looking at errors found in the multi step instructions. The standard reads, Construct and reflect on errors in an algorithm to accomplish a given task. As students learn to create the algorithms they need to reflect on what might cause the instructions to break down or cause issues or confusion.

The change for fourth grade is that students work on an algorithm for a specific task while refining the algorithm to eliminate the errors. The standard is: Construct and refine an algorithm to accomplish a given task.

Evaluate a multi-step process to diagram the proper steps to solve a problem. You can see that fifth graders are working to continue to refine and evaluate the instructions as they create diagrams of the steps.

Finally in sixth grade students should be able to Compare and refine multiple algorithms for the same task to determine which is the most efficient. Students will compare multiple sets of instructions to decide which one is not only best, but more efficient. This takes thought and analysis.

You could integrate these standards into your ELA classroom by working on writing instructions. The refining and reflecting come with the editing of writing. Or you could integrate into the Math classroom as you work to follow algorithms to complete a variety of math problems. Students could write their own set of instructions to work through computation and algebra problems.

So, I ask again. Has your state adopted computer science learning standards?

Facing a different direction in Scratch

When using Scratch, one of the first large projects I assign students is to tell a story. Sometimes I’ll ask them to retell a chapter from the novel they are reading in ELA and other times I’ll let them tell their own story or recreate a fairy tale. Either way I find the same issue comes up time and time again.

This issue is that all sprites in Scratch start of facing right. Many times we want sprites to face each other when they are talking to each other. I find that students often want to go in and modify the sprite costume. The problem with that is the Scratch still things the sprite is facing right, so if you use the move block the sprite will move right when you want it to move left. Below is a better way to get your sprites turned around and actually move the direction it is facing.

You want to use the point in direction block. Change the 90 (facing right) to -90 (facing left). You will notice when you try this that your sprite turns up side down. To correct this issue use the set rotation style block. Leave the block set to left-right.

Try it out. Now your sprite turns to the left and will move that direction if a move block is added.

Makey Makey

I decided to recycle a post from early 2016. Scratch has changed, but the experience is the same. If you are looking for a fun activity with an elementary aged child, try this…


I recently got the Makey Makey out of the drawer to teach my 8 year old how to program using Scratch. She has had some experience using Blockly with her Dash robot by Wonder Workshop. She has also used Scratch Jr. for the iPad, but this is the first time programming for herself.

The program was simple, but the impact was great.

The program used the “when a key is pressed” event to play a note. Each key played a note in a song from my daughter’s song book she uses for her piano lessons. She had to know the keys and read the music just like when playing the piano. We wired the Makey Makey to match the program. She had to change the half notes (0.5 beat) to quarter notes (0.25 beat). That gave us the opportunity to talk about fractions and decimals.


When using the Makey Makey, you have to connect yourself to complete the circuit. This gave us the opportunity to talk about electrical circuits and why our large piano works.

We also had a problem solving opportunity. Two of the “keys” had aluminum foil touching. This made two notes play at once. We talked about why the aluminum works to conduct electricity and how the tape and cardboard kept the electricity from one key from connecting to another.

To finish our programming, she got to play her song and others. This was a quick 30 minute activity, but we both had a blast and she learned a great deal.

Start with Scratch

When starting off integrating computer science into your classroom you have lots of choices. I don’t think there is any better place to start than Scratch.

I like Scratch because it allows students to be creative. Because you can do so many things with Scratch, students can grow and grow and grow. Unlike many other entry level coding apps and programs, Scratch can be used at a very young age, but also can be used in the high school setting. Actually, Scratch is an approved program to be utilized in the AP Computer Science Principles course. I also suggest Scratch because it works great on a Chromebook, which many schools are using due to the low cost of the device.

I have personally used Scratch with 7 year olds and they did a fantastic job animating and telling cute stories. I use Scratch with my seventh graders. I ask them to be way more elaborate in their stories. I also teach students to create video games in Scratch.

No matter what subject or grade you teach, Scratch is a great tool. If you would like some professional development on Scratch, I am offering a mini course through Kent State University starting on February 10. It is a two week course and earns one CEU. The cost is $50. If your interested, either contact me or keep checking Twitter. I’ll post on Twitter as soon as the registration is open.

It’s time to take the first step

Many times in life we don’t start something because the problem is too big and fear of failure keeps us from trying. The same goes for integrating computer science into the classroom.

Lots of teachers don’t know where to start. Many don’t feel confident and comfortable with coding, especially elementary teachers.

I’m here to tell you to start with the first step. Don’t worry about getting to the top. Just focus on the first step. That’s what I did.

For the beginner, no matter what grade you teach, I would suggest you start with Scratch. Scratch is a block based programming application that is free and works on EVERYTHING! Scratch 3.0 works on Windows, Mac, Chromebook and tablets. (It also works on smart phones, but the screen is a bit small.) You can do so much with Scratch. That makes it easy to integrate into the classroom.

Do you need some integration ideas? Hit me up!

So, take that first step!

This led to that

My journey with robotics started two years before writing the Educator Initiative Grant with the GAR Foundation. This journey started with a trip to the LEGO Store. (This was at my wife’s suggestion. She likes to remind me that she is the reason this journey got started in the first place. This just proves that behind every great man is an even greater woman!) That is where I came face to face with what would change the trajectory of my career. Remember, I was an elementary classroom teacher trying to get my students to pass the wretched Ohio Achievement Tests. I didn’t get to spend much time researching new technologies in education. But now I had just moved into the junior high computer technology role and needed to keep focused on these new technologies. 

While there I noticed up on the shelf, you know where the expensive stuff sits, was a LEGO Mindstorms NXT kit. I looked and looked. Then I realized what it was. It was a LEGO Robot. WHAT? I vaguely remembered LEGO coming out with such a thing, but it wasn’t really on my radar.  Still that box felt to me like the Red Ryder Carbine Action 200-shot Range Model air rifle Ralphie wanted. I think while I was looking up at it, a little light shined on it like it was sent from Heaven. Being tall I was able to reach up, pull it down and get a closer look. This thing came with motors and sensors. WHAT? Can you relate? I wanted it so bad, but with a wife who was staying at home with two young daughters, it just wasn’t in the budget. Although I tried to talk my wife into getting it, purely for the sake of our girls education!  I thought and thought about that robot. I knew I wanted to integrate that into my class somehow. 

So, I did what I do best and that was BEG my curriculum director to buy me a robot. I asked to start a robotics club at my school. The school bought one kit and I met with students before school. Soon I had twelve students showing up at 6:30 in the morning before school. That was enough to convince the curriculum director to purchase one more kit. 

After almost a year of holding this club, I convinced my principal to allow me to have one section of a STEM class where I could really dive into teaching how to program these two robots more effectively. This class had 12 students we pulled from the study hall. 

The entire time I was working with students either in a club or in a class my mind was formulating my proposal. I needed a great idea. I needed a plan. I wanted to see every student have the opportunity to take a robotics course that would allow them to learn to program and build robots.

In February of 2014 that proposal was written. I requested $14,500 to start a robotics program at Springfield High School and Junior High. My proposal asked for robots to allow for the creation of two different levels of classes, software to take the programming to the next level, and professional development. The PD was by far the most valuable resource. I was already learning how to program, but it gave me the confidence as well as the tools to teach robotics. In May of 2014 I was awarded my first GAR grant and at that point the journey really too off.

The first year, 2014-2015, I had classes of 8th graders and high schoolers taking what would become robotics 1 and I also had high schoolers taking what would become robotics 2. The enrollment of these classes started strong and has stayed steady all these years. 

In 2015 I started to integrate robotics into my 7th grade computer class. I wanted to set a more firm foundation for those who might be interested in taking one of the robotics classes. Students used the free LEGO Mindstorms software to program using blocks instead of the text based programming the robotics classes use. I found that the 7th graders had a chance to experiment with the robot and found that they either really liked it or it wasn’t really their cup of tea. 

For those who enjoyed and were excited to program I was able to get a bit more advanced with the robotics classes since students already had some experience with the robot. 

This success led a colleague to write a proposal and get awarded a GAR grant for integrating robotics at our two elementary schools. Now students in K-3 were having the opportunity to learn basic coding skills. 

During this time I had become a robotics coach at my youngest daughter’s school. They participated in the First LEGO League (FLL) competition. FLL is an internationally run competition that is very well organized and managed. The only drawback is that the mission models the robot must complete change each year. This is an expense that many schools cannot take on. 

This experience with a robotic competition would lead into starting a junior high robotics team at my school. I took students to a competition for a couple of years but was looking for something different. I wanted the atmosphere of an FLL competition, but without all the expense. That led me to create my own competition utilizing the space challenge set from LEGO. We had been using this set in class for years and the students in class enjoy the days we work on completing missions. 

Last year was our first year with the competition. We started with two schools and spent the day competing. It was a huge success. Contributing to the success was the fact that there were some representatives from neighboring districts that came to see the competition and decided to join us for this years competition. 

But as always I couldn’t stay stagnant. My latest proposal was to take robotics down to our intermediate school and to have my robotics team teach students not only how to program but how to complete missions so they can join us this year at the competition. We were awarded the grant from GAR Foundation and we have travelled to see the 6th graders twice this school year. 

While on this journey I have been able to welcome teachers into my classroom to see what I do. Many have gone on to write and be awarded their own GAR Foundation grants to start robotics programs at their schools. I have had students take summer camps that I facilitate using robots. I now have four drones that we program and these drones have been just another step along this journey.

This journey all started with that trip to the LEGO Store. I couldn’t and wouldn’t have travelled so far and had such an impact on so many teachers and students if it hadn’t been for the GAR Foundation believing in my dream, my vision, in me.

Repairing a LEGO EV3 brick

I have been using the LEGO EV3 robotics kits for five years. (I originally bought 12 kits with funds from a grant I wrote. I also have 10 NXT kits combined with a TETRIX kit for a more robust robot.) The EV3 kits have been very reliable, but after at least a thousand students using these robots I am seeing some signs of wear and tear on the brick. For example, the plastic covering over the display is cracked. This isn’t just from the occasional drop. These cracks do not effect the working of the display or brick function. I have had a few motors go bad, but with students wanting to push it like a hot wheels car, I’m surprised they have lasted as long as they have. At $27 US a piece, this isn’t too much of an issue to replace.

The part of the brick that has become a problem is the mini USB port. Last year (year 4) three bricks ended up with broken ports. I am sure it is from the endless plugging and unplugging of the robot as students fix code and retry on the robotics table. Last year the school agreed to buy three new bricks, which cost around $200 US. I was very grateful for the school to spend $600 to provide my classroom with new bricks.

This school year (year 5) I have two more bricks with broken USB ports. I can see these ports are going to be an issue. To answer a question I know you want to ask, yes I can use bluetooth, but in the classroom setting bluetooth is a poor solution to this problem. Actually I had the two bricks connecting via bluetooth for a couple of weeks. As I suspected, there were issues with students cross connecting to the wrong robot.

This lead me to decide to try and fix the port. Crazy idea, right? After taking a brick apart I found that the mini USB port is easily assessable, but some desoldering was going to be required. I searched the internet for someone who has already tried fixing the port. I found that few have tried, and there wasn’t much explanation on the process. The site suggested for purchasing the ports was no longer valid. I found my ports at aliexpress.com. These ports were shipped from China and took about a month to arrive. I have found them to be adequate, but not necessary the best quality. This is because as I worked on the repair I found that some mini USB cables would push the small connection wires right out the back of the port.

Here are the steps I used to repair the bricks.

I started by unscrewing the four screws in the battery compartment of the brick. Keep these screws safe.

Once apart you can gently pull the ribbon cable connecting the display. Keep the top of the brick face down so the buttons don’t fall out and get lost.

There are two smaller screws to remove. One of the screws holds the smaller board to the larger board. Once the screw is removed you can just gently pull up the board to remove. The other screw holds the board to the battery compartment.

If you think that you can then remove the larger board from the battery compartment you would be wrong. You have to desolder the battery compartment from the board. This is the easiest of the desoldering. I used braided solder wick and fast chip alloy to help remove the extra solder.

Removing the port was a pain. I removed as much solder as I could and basically had to hold the soldering iron to one side and pull on the other. Once the port was removed, I spend a great deal of time getting the holes cleaned up to receive the new port. To open up the really small holes, I headed a needle I “borrowed” from my wife’s sewing box. there was one hole on both bricks that just wouldn’t open up. I’ll explain what I did to resolve this problem in step 7.

Once I got everything clean and open, I carefully placed the new port on the board.

It didn’t take too much new solder to connect the port. To fix the issue I had in step five with the one hole not open, I surface mounted that wire. It seems to have worked.

I then started to solder the battery compartment back to the board. This is when I realized that black rubber piece that is part of the reset button fell out. I put this back, then soldered the board back to the battery compartment.

Before hooking putting the entire brick back together, I only plugged in the small board with buttons and put the battery pack in to test. Once I was confident that the port was working (I plugged and unplugged many times.) did I put the brick back together in the reverse order I took it apart.

This process has seemed to work. I fixed them over winter break and have continued to test each brick for a week. The real test will be tomorrow! We will see how long it will last when the students get a hold of the bricks.



CS for all

Over the past few years I have slowly converted my 7th grade course from teaching mostly computer productivity apps such as Word, Excel and PowerPoint (Or Google Docs, Sheets and Slides) to more computer science opportunities such as Scratch.

This year I decided to finish the conversion and make the entire course (except for teaching digital citizenship) a variety of computer science opportunities. Students have been given the choice of the topics they will learn. All of the choices teach computer science principles along with problem solving and computational thinking.

Students have been given the choice to learn and program using Scratch, Python, Minecraft, Digital Making with the Raspberry Pi or LEGO Mindstorms. I chose these options because I already have all the materials needed. (I am fortunate to have been awarded three grants over the last four years to acquire these resources.)

I want to explain how the activities are set up. I created content ahead of time. In some cases students watch a screen cast that I created. In other cases they read a set of instructions I have provided. The students are slowing learning new skills and then get to test those skills.

After only two weeks I am finding that implementing such a huge plan is exhausting. But, it is a good exhaustion because I am watching students get excited about what they are creating in Scratch. I have some students excited to create a guess a number game in Python. Students are excited to see an EV3 robot move about the room. Instead of them watching and copying me, they are in charge of their own learning. For the sake of transparency, there are students who are choosing not to complete the activities. I now have the chance to sit beside him or her to find our why they are not working and to help scaffold so they too can be successful.

As Miss Phillips, a curriculum director I worked with, use to say, “Be a guide on the side and not a sage on the stage.” When you are a guide on the side you get a different point of view. You get to see the students taking control of their learning and you get to watch them soar!



It has been weeks now since I travelled to Ann Arbor, Michigan for Picademy. On my three hour drive home I thought of various ways to utilize my Raspberry Pi at school. One idea I came up with was a photo booth for the start of school. A Raspberry Pi photo booth isn’t a new idea. But my implementation of the photo booth might be a new. Isn’t that what we do as teachers? We take the ideas of others, and repurpose and modify them to use in our classrooms and schools for our kids. That’s what I did.

In my district we have something called open enrollment. For those who are not familiar with open enrollment, this allows students from a neighboring district to attend my school instead of their home district. Open enrollment can bring about a lack of school pride since the students do not live in the district. To work toward building school pride, I built my photo booth to tweet pictures with the hashtag #ProudToBeASpringfieldSpartan. Students can then search #ProudToBeASpringfieldSpartan and see everyone showing school spirit.

Having grown up and attended the district where I teach, school spirit is important to me. Even though I no longer live in the district and my daughters don’t attend the school, I am still #ProudToBeASpringfieldSpartan. Once a Spartan always a Spartan. I want my daughters to be proud of their school like I am of mine.

So I made the photo booth available for the teachers and then for our 7th graders during their orientation. The students were a bit more apprehensive, but I think the message was heard loud and clear. That’s my mantra for the year. #ProudToBeASpringfieldSpartan! I want us all to be excited about who and what we are and the opportunities right in front of us.

I can’t wait to see the continued excitement and school spirit. #ProudToBeASpringfieldSpartan