In the ever-evolving world of STEM education, passionate educators are leading the way to shape the future of learning. One such educator is Dr. Rabieh J. Hafza, better known as Jamal, the Director of STEM & Innovative Practice at Henry County Schools in Georgia. Jamal’s dedication to robotics, automation, and coding integration has made a lasting impact on students and educators alike, earning him a spot as one of the nation’s Top 10 STEM Directors in Education by Education Technology Insights. 

Under his leadership, Henry County Schools has seamlessly integrated Ozobot products across different grade levels, fostering hands-on learning experiences that inspire students to think critically, problem-solve creatively, and collaborate effectively. From rolling out the Ozobot Robotic Arm (ORA) in middle school engineering labs to incorporating Evo in elementary STEM programs, Jamal is at the forefront of advancing STEM education. We had the privilege of speaking with him about his journey, achievements, and vision for the future.

Q&A with Jamal Hafza

How have students responded to using Ozobot’s Evo in your district’s STEM programs?

Students truly enjoy the integration of Ozobot Evo during instruction in the STEM Labs to deepen their understanding of various content areas. The lessons provided in Ozobot Classroom are easy to follow for both teachers and students. Our STEM Lab teacher Heather Pouliot shared, “My students love using the Ozobot Evos! They keep students engaged from the beginning, and at the end of the task, most students want to keep going. The students are quick to understand the foundational parts of a lesson and then are ready to enhance and expand on what they are doing to produce more strategic outcomes. Using them to work on group tasks has also improved student collaboration and communication skills.”

What improvements have you seen in student engagement and learning outcomes since integrating Ozobot products?

Integrating Ozobot products into our STEM labs has significantly enhanced student engagement and learning outcomes across multiple content areas. By incorporating coding and programming into subjects like literacy, math, science, and engineering, students are mastering technical skills while becoming active problem-solvers. This dynamic approach fosters curiosity and sustained interest, essential for long-term learning success.

A key observation from teachers is that increased engagement drives deeper learning, as students are more motivated to experiment, iterate, and collaborate. This synthesis of engagement and outcomes creates a sustainable learning environment where students build confidence and resilience in tackling challenges. Moreover, this hands-on, design-thinking approach nurtures creativity and critical thinking—skills essential for future innovation. By focusing on both engagement and outcomes, we are cultivating a classroom culture where exploration, innovation, and meaningful learning are prioritized.

What advice would you give to other school district administrators and educators who are considering incorporating Ozobot into their STEM curricula?

Incorporating Ozobot into a STEM curriculum can significantly enhance student engagement and learning. Based on our district’s experience, we recommend starting with comprehensive teacher training and utilizing Ozobot’s online resources as a foundation for customized lessons. Ozobot Evo robots effectively integrate coding with literacy, math, and science in elementary STEM labs, while the ORA in middle school engineering classes promotes coding, mechanical design, and automation. Encourage educators to create and share their own lessons to foster innovation and collaboration. Regularly assess and celebrate successes to build momentum and ensure meaningful learning experiences for students.

How do you see robotics and AI shaping the future of STEM education?

Robotics and AI are poised to transform the future of STEM education by shifting the focus from passive learning to active problem-solving and innovation. Anchoring STEM education in robotics lays a strong foundation for hands-on learning, allowing students to build critical coding, engineering, and automation skills. Integrating AI alongside robotics further enhances this by introducing students to machine learning, data analysis, and intelligent systems—skills that are increasingly essential in today’s technology-driven world.

In our district, using tools like Evo robots in elementary classrooms and ORA robotic arms in middle school classrooms have proven that these technologies can seamlessly enhance instruction across subjects, from literacy and math to engineering and automation. As students engage with both robotics and AI, they develop the ability to think creatively, solve complex problems, and collaborate effectively—skills that will prepare them for future careers in emerging fields. Schools should prioritize teacher training, resource customization, and lesson sharing to fully realize the potential of these technologies and create a dynamic, future-ready STEM curriculum.

What’s next for your district’s STEM initiatives, and how do you see Ozobot continuing to play a role?

Manufacturing and automation are rapidly growing industries, and preparing students for these fields is a key focus of our district’s evolving STEM initiatives. Expanding the use of Ozobot ORA robotic arms in middle school engineering classes will provide students with hands-on experience in coding, engineering design, and automation—skills critical for success in these sectors.

Additionally, we plan to scale the integration of Ozobot Evo robots beyond elementary STEM labs to support cross-curricular learning. By incorporating coding and robotics into subjects such as literacy, math, and science, students will develop transferable problem-solving, critical thinking, and collaboration skills.

As we expand these initiatives, we aim to create a seamless STEM pipeline from elementary through middle school, equipping students with a strong foundation for future studies and careers in advanced technology and innovation. Teacher training and lesson customization will remain key priorities to ensure effective and engaging implementation.

Jamal Hafza’s leadership in STEM education is a testament to the power of innovation and hands-on learning in preparing students for the future. By integrating Ozobot products into Henry County Schools’ curriculum, he is creating opportunities for students to explore, experiment, and excel in STEM fields. As robotics and AI continue to evolve, educators like Jamal are leading the charge in ensuring that students are equipped with the knowledge and skills they need to thrive in a rapidly advancing world.

We at Ozobot are proud to support educators like Jamal in their mission to inspire and empower the next generation of innovators. Stay tuned for more Outstanding Educator Spotlights, where we highlight the incredible work of teachers and administrators who are making a difference in STEM education!

The post Outstanding Educator Spotlight: Dr. Rabieh J. “Jamal” Hafza appeared first on Ozobot.

The impact of teachers on students’ lives extends far beyond the classroom walls. A teacher’s influence can shape a student’s goals and values in life. Teachers not only provide academic guidance but also serve as role models and mentors. One of the most significant ways teachers positively impact their students is by providing a safe and supportive learning environment. This safe space fosters open communication and encourages students to learn and grow in a non-judgmental environment.

Teachers also go above and beyond to ensure that every student is given the attention and support they need to succeed. They help provide the right tools and lessons to keep their students learning and engaged day in and day out. They take the time to understand their students’ strengths and weaknesses and tailor their teaching methods accordingly. They teach students how to ask questions, analyze information, and evaluate sources, which are essential skills for success in today’s world.

In conclusion, National Teacher’s Day is a day to recognize and appreciate all the hard work our educators do to  inspire and educate future generations. Teachers, we are grateful for all that you do!

The post National Teacher Day: Celebrating Our Educators appeared first on Ozobot.

What are some key strategies you’ll be using in the 2023/2024 school year for STEM teaching?

I always had a lot of interest in technology and STEM in general, but this is my first year teaching STEM. I have fallen in love with it! I love seeing the students come in with excitement. I have learned to give students access to materials and set guidelines for them. They can handle it if I set expectations from the beginning about how to keep the classroom organized. The students feel empowered when they come to STEM. Now that we are moving past the crazy times of 2020, it’s more clear to me than ever how valuable our time is when we are all together in the classroom. I think we learned a lot but I think the kids are more grateful for normalcy now. 

What are some Ozobot project(s) from this school year that were particularly impactful for your students?

I’ve used Ozobot Bits with my third graders a lot this year. They learned how to use them and then we practiced during football season. I teach STEM to 3rd, 4th and 5th grade! My school is located right outside of Athens, GA so we are big Bulldog fans! The kids had to do a couple of different maze activities. My favorite was when we covered the bots with Georgia players and used the bowling pins as opposing team players! This was an extremely engaging unit for my students. They used a lot of problem-solving skills and had to work through frustrations. I saw a lot of teamwork as students figured out how to make their code work best. Friends were willing to jump in and help others fix mistakes. They were working so well at planning ahead and mapping everything out. 

A few weeks later, we brought the Ozobots back out for a trick-or-treat mapping activity. For this, I tied the activity in with 3rd grade social studies standards for map skills. The kids had a blast using their creativity a little bit more for this. 

Why did you want to become a teacher? Is there someone who inspired you when you were younger? 

I always had a feeling that I would become a teacher. I don’t like to sit still for too long. My mom was a 3rd grade teacher when I was growing up. She had a clear passion for teaching. It poured over into me as I grew up and headed toward my future. I didn’t realize it then, but her enthusiasm for teaching was showing me what it looks like to love what you do. It’s not always easy, but it’s worth it. I love coming to work each day, now. 

What made you interested in teaching STEAM? What is your favorite part about being a STEAM educator? Please feel free to include anything else you’d like to share with us about yourself or your school. 

I never thought I’d become a STEM teacher, honestly. When I was offered the job, my principal told me she thought this was something that I could be really good at. I had a hard time at first, but now I see that she was right. I have always enjoyed creating things. Now I can channel that into my lessons with a lot more structure and parameters. I’ve realized that kids love structure, but they also love to have some freedom within the borders. I try to implement that into my days now! Flexibility is key. I want them to know that failure is going to happen. When it does happen, we back up and re-evaluate. We improve and move on! 

The post March Outstanding STEAM Educator Spotlight: Rachel Carter appeared first on Ozobot.

In this blog post, we will dive into Megan’s background, her favorite Ozobot activities and explore some of the unique programs she has implemented in her classroom. Join us as we celebrate the impact of this exceptional STEAM educator.

Describe key learnings from the last two years and tools you’ll continue using in 2023 and beyond. 

During the pandemic and school closures in 2020-2022, teachers had to change from the traditional way of teaching.  March 13th, 2020, was a day none of us in my school district will forget. It was a learning experience for all students and teachers. 

Suffolk Public Schools issued Chromebooks to all students in the district to continue their learning virtually. Teachers had to learn new resources and tools to engage their students remotely. When our schools were closed, my students could participate via Zoom with other students from different schools to complete projects.  Tools and resources that I enjoyed using include Google Jamboard, Google Slides and Forms, Zoom, Padlet, and Flipgrid.

One benefit of the pandemic is that teachers had to step out of their comfort zone and find new ways to engage and teach their students. Teachers had to change their way of teaching — change is growth.

What have been your favorite Ozobot projects recently? What impact did they have on your students? 

As a STEAM educator, there are a few ways that I use and implement Ozobot robots [Evos]in the K-5 classrooms. The little bots can be used in multiple grade levels, subjects, skills, and clubs. As a gifted resource teacher, I can go into many classrooms, pull small groups of students, and run STEAM clubs. 

When I bring the Evos out during class, the students are always excited to work with them! Some things students say are, “Awww, how cute!” and “OMG, these are so cool!” or “Ms. Farabaugh, I want one! Where can I buy one?”

A recent memorable project we did was in third grade with the water cycle. Students had to create a model of the water cycle using Evo. Students had to add pictures, use their vocabulary words and definitions, and describe the Color Codes they would use for each “stop” on the cycle. Evo was a water molecule traveling through the cycle. Some students added multiple Evos to their cycle to show more than one water molecule traveling. 

In one of my middle school classes, a favorite science lesson was creating elements from the periodic table using Evo. The bots were electrons traveling in the valence shells.

Another fun STEAM lesson we did in middle school was in my English class. Students used Ozobots to create a plot diagram of a story they were reading, and they coded their bot accordingly. 

During these activities, the smiles on their faces are truly a wonderful thing. Plus, not only are students showing the knowledge they learned, but they are also using coding skills. 

Why did you want to become a teacher? Is there someone who inspired you when you were younger? 

I grew up playing with many kids of all ages in my neighborhood. I always loved being the “teacher” when we used our imaginations playing “house” or “school.”  I also had a habit of protecting and defending the younger kids in the neighborhood from the older kids. Compassion and empathy for animals and other humans also impacted my choice and desire to become a teacher. 

Mr. Geidel (third grade), Ms. Crawford (first grade), and Ms. Patty (kindergarten) are three teachers that inspired me and impacted my life significantly. Those teachers always made me feel smart and valued. We had a great classroom community and family. When I had to stay home because of chicken pox, Ms. Crawford sent me a get-well card with all of my classmates’ names signed in it. Mr. Geidel always made me laugh, and Ms. Patty had such a kind heart. 

What made you interested in teaching STEAM? What is your favorite part about being a STEAM educator? 

As a classroom teacher, I was always interested in hands-on projects and problem-solving. When I worked with a gifted resource teacher, Elizabeth Petry, she introduced me to Lego Mindstorms and engineering design briefs. I loved the activities and how the students responded to them. Leaving the classroom and becoming a gifted resource teacher, I continued learning about STEAM, 21st-century skills, and project-based learning. 

When my STEAM interest started blooming, I reached out to the science supervisor, the supervisor of advanced instruction and gifted, and the division technology department. They steered me in the right direction for professional learning, projects, funding grants, and resources. After researching and participating in the Hour of Code, I realized there was a great need for STEAM in schools, especially with girls. I started an all-girls STEAM club with grants that I received.  I got Google to come to my school two years in a row to highlight their new virtual and augmented reality platforms to my students. Seeing the excitement and learning, they could not get from a physical textbook was amazing! From then on, I knew I needed to keep these learning experiences going!

We, as educators, need to give our students a well-rounded education that will prepare them for their careers and future. 

Providing our students with experiences and tools they may not have at home is why STEAM education is essential.  Students come from all different backgrounds. Any student can “DO” STEAM; students of different socio-economic backgrounds, races, gender, ability levels, and ages. I provide professional development to other teachers in my district so they can learn to incorporate technology and robotics into their lessons. I strive to be a resource to those teachers. The SPS Tech Department was and still is always very supportive of new technology and providing those resources to our staff. 

My absolute favorite part of being a STEAM educator is when students have fun while thinking critically, problem-solving, and using technology. I love seeing their little light bulbs turn on and shine so brightly!

To keep up with the latest from Megan and her classroom activities, follow her on Twitter @megfara.  For STEAM lesson inspiration and ideas, head over to Ozobot Classroom. 

The post January Outstanding STEAM Educator Spotlight: Megan Farabaugh appeared first on Ozobot.

These talented educators are knowledgeable in their respective fields and have a passion for teaching and a desire to inspire their students to reach their full potential. Whether they’re leading professional development programs, developing innovative curriculum, or simply providing support and guidance to their students, these educators are making a lasting impact in the world of STEM. 

Let’s take a moment to recognize the outstanding educators we’ve featured throughout 2022 who are passionate about STEAM and Ozobot. 

Michelle Velho 

Exhilarated by CS education, Michelle has served as STEAM Curriculum Coordinator at the Hudson Montessori School in Jersey City, NJ, for over a decade. Michelle’s many other accomplishments include being an active facilitator for Girls Who Code and an Ozobot Certified Educator, and helping her school become the first STEM-accredited elementary school in New Jersey!

Kristen Albright 

With 25 years of teaching experience, Kristen Albright’s passion for teaching and STEM education knows no bounds. She is an Ozobot Certified Educator and recipient of the 2021 Pennsylvania Association for Educational Communications & Technology Outstanding Teacher of the Year award. Kristen’s drive and enthusiasm for computer science education are fueled by the exciting opportunities it will open up for her students in the future.    

Kaitlin Chidester 

Kaitlin Chidester is an inspiring female teacher, coach, and Ozobot Certified Educator. Her continued advocacy and contributions to furthering STEAM education at Chris Yung Elementary are valued by students, parents, and teachers alike.  

Jennifer Perry

Our outstanding educator up north, Jennifer Perry, has been paving the way for her fifth-graders at St. Marguerite School in Alberta, Canada. Leading the way by being an influential STEAM teacher, Jennifer is an advocate and big supporter of CS education in Canada.  She says, “when given opportunities, our students can create a better world.”  We couldn’t agree more, Jennifer!

Mary Wightman 

Many schools may shy away from teaching young students about computer science and how to code — that’s not the case for educators in Pinellas County, FL.  Mary Wightman of Highland Lakes Elementary School, helps students think critically and creatively about the world around them through STEM education. 

Janet Harmeson 

Another outstanding educator in Pinellas County, FL, is Janet Harmeson of Orange Grove Elementary School. Janet is a first-grade teacher who gives her young students opportunities to become independent critical thinkers while encouraging creativity and problem-solving through STEAM.  Well done, Janet!

Ricky Villacorte 

Our friend, Ricky Villacorte, from the Mountain View School District (MVSD) in El Monte, CA, uses Ozobot for STEM enrichment for students from Kindergarten to 8th grade. He has inspired fellow educators and students alike with his love of STEAM education for the past 26 years.   

Emilie Workman

Emilie Workman is a STEAM teacher for grades K-6  at Fairhope Elementary School, part of Baldwin County Schools in Alabama. She has been encouraging her students to use critical thinking for the past 23 years. Keep it up, Emilie!

John Kell 

John Kell is an eighth-grade math teacher and STEAM Instructor for grades 1-8 at Daisy Gibson Elementary in Palmdale, CA. He has spent 18 years and counting at the school, mentoring and guiding students toward higher academics and fields of STEM through after-school activities, hands-on projects, and continued awareness. 

Join us in giving this inspiring group of outstanding educators a round of applause! They are making a massive difference in the STEM community, and we can’t wait to see all of their accomplishments in 2023.

The post Outstanding Educator Spotlight: 2022 Year in Review appeared first on Ozobot.

An eighth-grade math teacher and STEAM Instructor for grades 1-8 at Daisy Gibson Elementary in Palmdale, CA, John Kell has spent 18 years and counting at the school, mentoring and guiding students toward higher academics and fields of STEM through after-school activities, hands-on projects, and continued awareness. His program won the Gold Ribbon award for being a CA distinguished school with a STEAM focus, and he is also the director of the FEMINEERS (Female Engineers). This separate after-school program focuses on empowering girls toward STEAM-related college and career fields.

Continue reading to learn more about John and his passion for bringing STEAM into the classroom.

1. What are some of your key learnings from the last two years that you’ll continue to use in 2022 and beyond?

As a STEAM educator, when the pandemic hit, I feared that I would not be able to promote the same engagement with my students. However, I had a moment to decide that this was actually the best time to truly incorporate a Flipped Classroom Learning model, where I could intentionally implement the four pillars of this pedagogical approach and allow me to move from whole group direct and guided instruction into a more individualistic, student-centered learning environment.  

Google Classroom provided me with a platform that allowed for flexible expectations and timelines of my students, as well as a transparent way to assess them formally and informally. Flipgrid is another wonderful tool that was really the center point of my flipped learning approach as I increasingly went from instructor to facilitator by allowing students a greater voice in their learning. Padlet, an online post-it note tool, is another wonderful resource that helped me assess students quickly to determine where the lesson would begin and how much reteaching or frontloading I might need to do. Finally, my students and I used VISME for interactive presentations, infographics, and concept maps. Unfortunately, VISME comes with a cost attached, so I no longer use this platform.  

Today, I continue to use flipped learning in the classroom, and while it has its challenges, the benefits far outweigh them with the tools and resources that the students and I both use that stemmed from necessity over the past couple of years.

2. What have been your favorite Ozobot projects recently? What impact did they have on your students? 

There are three ways I use Ozobot at my school and beyond. First is during summer school, where I am the STEAM educator in charge of developing STEAM activities for grades 1 – 8 incoming. I use Ozobot for grades 1 – 5, starting in grades 1 – 3 with Color Codes and moving into block coding for grades 4 and 5 with Ozobot Blockly. 

Ozobot is also my go-to for professional development outreach to other schools, which I love to do because only some students receive STEAM instruction, and robotics. I enjoy working with lower grades because much of robotics is a bit too elevated to teach them at an Expo or workshop, or they simply get to ‘play’ with them without any real learning. Ozobot allows all ages of students to learn in an intuitive and creative way. In a couple of weeks, I will participate in one of the largest STEM Expos at our local air show. With 12,000 students expected to be there, my Evo robots will be well-used and received. 

In eighth grade, I instruct students to make learning games, such as a timeline of the events that lead to the Revolutionary War in the form of a maze that the students have to traverse by being able to follow the correct path of events leading up to the war. There are so many uses for Ozobot that allow me to make learning more student-centered and enable students to be creative in their learning. 

3. What made you interested in teaching STEAM? What is your favorite part about being a STEAM educator? 

I got interested in STEM because there was a need. Students had access to sports programs but nothing that revolved around hands-on learning like I did when I was a kid, such as woodworking and home economics. I started small and discovered a whole new world of exciting possibilities that I could open for my students. Today, Daisy Gibson is a STEM School that has earned the CA Gold Ribbon, and we are a Project Lead the Way distinguished school. My afterschool program, FEMINEERS, developed from Cal Poly Pomona, has over 50 girls from grades 6 – 8. This year they are creating an art gallery of moving masterpieces, and later, they will create a robotic petting zoo. Most importantly, I’m proud to be Gibson’s STEAM Coordinator, who can help teachers discover what STEAM means to them and how they can incorporate and integrate STEAM into their daily curriculum.

4. What inspired you to become a teacher and STEAM educator?

It was my wife who thought I should be a teacher. She’s always seen the fire in me that sparks my productivity and creativity. I didn’t become a teacher until I was 40, but I believe that’s a plus, as all of the experiences I’ve gained over the years have really helped me understand what it means to be a teacher and to teach my students. When I teach, I offer students more than what’s in the book; I offer them a world’s eye view of current events that correlate to what’s taught in my classroom.  I don’t know if I could do that as well if I did not have those years of experience behind me. 

5. What do you like most about teaching 8th graders?

I love the 8th-grade curriculum. I love math, and in eighth grade, we hit on many concepts that I interpret through art and science. Eighth grade is difficult because they are 13, thinking they are 30, and to them, socializing should be a part of their daily routine.  As such, they tend to be a bit unfocused unless I engage them. Luckily, they are impressed and curious when I introduce them to a new concept that relates to their lives, and they really enjoy hands-on activities that lead to their own discoveries, despite how it might lower their cool factor.

To stay up to date with John Kell, follow him on Twitter @kwyksylver.

The post November Outstanding STEAM Educator Spotlight: John Kell appeared first on Ozobot.

Emilie Workman is a STEAM teacher for grades K-6 in Baldwin County, Alabama and has been encouraging her students to use critical thinking for the past 23 years. 

Continue reading to learn more about Emilie and her excitement for bringing STEAM into the classroom.

As we reflect on the last two years that were unlike any others, are there any tools or resources you used in 2020-2021 that you’ll continue using in 2022/2023 and beyond?

Baldwin County Schools went back to in-person learning with masks in the fall of 2020, so the only virtual learning experience I have encountered was from March through May of that year. Due to the pandemic, our county now has a few built-in e-learning days within the school calendar. In our county our students are 1:1 with devices, and we use Chromebooks. Students use the Chromebooks daily and take them home nightly

The continued use of technology and e-learning days help students be prepared for virtual learning if needed. I am encouraged by the improvements made by many resources/websites we used prior to the pandemic. I think the improvements made were due to the increased demand stemming from the massive amount of students that continued to be virtual through the 2020-21 school year.

We use Google Classroom as a digital platform for our classroom learning and will continue to use it in years to come. I enjoy using Ozobot, Dash robots, Micro:bit, Makey-Makey, Flip-grid, See Saw, We-video, Adobe Spark, Discovery Education, and many other resources we have at our school to teach standards. These resources have really improved the last two years to make it very simple to use with all grade levels.

Please describe one (or more) Ozobot project(s) from this school year and the impact it had on your students.

I have used many of the Ozobot lessons from the online library of lessons that is offered on the website. These lessons and videos are awesome!! They are easy to follow, understand, and prepare. The students absolutely love these lessons. The lessons in the library also allow me to use what I need based on the time that I have. The Ozobot lessons can be assigned for students with video directions and steps to follow which can be assigned to the google classroom as well as the ability to adapt for a whole group lesson and activity if chosen.

I have used the energy road trip lesson with all fourth graders at our school. Students were studying potential and kinetic energy in the classroom and could apply their knowledge to this activity when they came to our STEAM lab. The students enjoy this lesson each year. The kindergarten and K-4 students at our school have used the Evo’s to practice the letters in the alphabet and the recognition of numbers. The lesson library has great tools to use that allow students to practice tracing the letters and numbers then watch Evo follow their line using Color Codes. I love how Evo can be used at any grade level with all students to aid in their learning.

The cross-curricular lessons have also been very valuable to me and other teachers on our Campus.

The fifth grade teachers and I used the constellation lesson from the Classroom library and slightly modified it to meet the needs of our students. Students had been learning about constellations in the classroom and were able to create constellations in the STEAM lab, code their constellations, then have Evo travel their constellations. We could also tie in math with scaled distance between the stars to form the constellations.

I have also used many of the holiday activities that are posted in the lesson library because they are great problem solving activities and fun. The students enjoy them so much that they don’t even feel like they are learning when they are using Evo. Many of these fun lessons teach the students the needed problem solving skills, perseverance, and collaboration when working with other classmates.

The first grade teachers created a lesson using Evo to help them teach some of their social study standards. The students were learning about the local government leaders and the state in which they lived. We found an outline of our state and dressed Evo as the governor. The students had to code a path from the capital of the state to the city where the students lived.

You’re someone who’s passionate about making CS accessible for every student. How would you “grade” the current state of CS education in your state? What do you see changing or hope to see change in the coming years?

I teach in a county of our state that is very fortunate to have a variety of CS resources readily available at our fingertips. I am also lucky to be at a school that believes in STEAM education and empowering students to lead their own learning. I know that there are schools in our county that don’t have the resources that our school has and there are counties around the state that don’t have 1:1 devices. So, we are very fortunate!

I hope that more teachers will see the value in STEAM education and will be motivated to learn themselves through Professional Development so that they will feel comfortable in their classroom using the technology. My teaching is a little different in that I am not afraid to let the students know that I don’t have all the answers when using the new technology, but that we will figure it out together. Sometimes not having all the answers teaches students problem-solving skills as well. Technology is constantly changing and it can be difficult to keep up with if you feel like you have to know everything before using it with the students. My students are constantly teaching me or we are learning together.

What is your favorite part about being a STEAM educator?

I just started my twenty-third year of teaching and I absolutely love what I do. I have taught many different grades over the years and have been out of the classroom as a Math Coach for a period of time before returning to the classroom. I recently moved to my current position as STEAM Coach beginning the 21-22 school year. In this position I am able to teach all K-6th grade students during a STEAM class and assist teachers in the classroom with STEAM Education.

I am able to work with the teachers to discuss the standards that they are teaching and determine how the time in the STEAM lab can help the student’s learning. The teachers also stay in the STEAM lab during this time to learn alongside the students and help as needed. I enjoy watching the students learn and discover new things while in the STEAM lab. It also helps that I get to have a lot of fun with the students during the lessons I teach and there is never a “dull” moment.

Why did you want to become a teacher? Is there someone who inspired you when you were younger?

I have been around teaching and education my entire life. My mother was a teacher, assistant principal, then principal before retiring. Even in retirement she is an online education instructor for college students. I also had awesome teachers in school that have shaped me into who I am today. Teaching elementary students was something that I also wanted to do. I love working with and teaching students. Seeing students’ new learning or “light bulb” experience never gets old. I was recently walking in the school building as the car line was continuing and one of our kindergartners was getting out of the car and with much excitement she said, “Mom, mom, look it’s the STEAM girl.” Teaching children with STEAM brings so much excitement not just to them, but me as well.

What grade do you teach and why do you like teaching that age of students?

I have the pleasure to teach and shape all grade levels K- 6th with STEAM learning. Each grade level brings a different challenge and enjoyment to teaching.

What made you interested in teaching STEAM?

STEAM is a relevant way of teaching the standards and an easy way to make connections with all the content areas. As a professional educator I also try to model the idea to others as being a “lifelong learner”. I have been interested in STEAM learning because it is the way forward in education to help our students be prepared for secondary education and jobs when they graduate. STEAM learning is engaging, motivating, and relevant for students which makes me interested in continuing my own growth.

“What Is Steam Education?” The Institute for Arts Integration and STEAM, 8 Sept. 2022,  https://artsintegration.com/what-is-steam-education-in-k-12-schools/.

The post October Outstanding STEAM Educator Spotlight: Emilie Workman appeared first on Ozobot.

Ricky began teaching in 1997 and is currently on a special assignment to help his colleagues learn more about technology integration in the classroom! We are very excited to announce Ricky as our Outstanding Educator Spotlight for July!

Continue reading to learn more about Ricky and his excitement for bringing STEAM into the classroom! 

Why did you want to become a teacher, and what made you interested in teaching STEAM?

Honestly, becoming a teacher wasn’t something that I was looking to do at first. In the Spring of 1997, my friend asked me to consider substitute teaching in a district he was working in. Within a year and a half, I was hired to teach upper elementary in the Mountain View School District in El Monte, CA. I have a younger brother who is a professor at East Los Angeles College, and my father was a college professor in the Philippines. So, I guess you can say teaching ‘runs in the family.’  

Back in 2010, I began teaching middle school science and math. So, instead of teaching all the multiple subjects, I was able to focus on two specific areas which happens to bookend the disciplines of STEAM.

What grade do you teach and what do you like most about your students?  

Currently, I’m “out of the classroom” working as an Instructional Technology TOSA (Teacher on Special Assignment). So, for the past seven years, my role has been an Ed Tech Coach for our District. I am responsible for assisting our teachers with technology integration, conducting demo lessons, and carrying out professional development. Prior to this role, I taught in the classroom for 16 years, mainly in fourth grade through seventh grade. Even though I’ve had an opportunity to substitute teach in different grades, from first grade all the way through high school. I really was able to connect with and enjoy the challenge of teaching students in upper elementary through middle school.

What is your favorite Ozobot project you’ve done with your students?

I’d heard about Ozobot coding from one of our elementary school teachers a number of years ago. He was the only one I knew of that was introducing coding to his students. So, essentially, this summer school program is the first time 12 of our teachers are being exposed to Ozobot. At the same time, it gives our teachers the opportunity to see the impact a coding platform, like Ozobot, can have on our students. Essentially, this summer school program is a pilot program for our teachers to be exposed to coding and see ways they might be able to implement it within their regular classes in the Fall.

In visiting Kindergarten through 7th grade classes during this summer school program, I’ve noticed the engagement students have doing a coding program like this is high and there is more critical thinking happening among students.

These are the first steps for our students to start becoming more effective problem solvers both in and out of the classroom.

What is your favorite part about being a STEAM educator?

One of the main things I enjoy about being involved in STEAM education is learning more and more about the discipline and most importantly, for me, is the opportunity to be a critical thinker. One of the things that I’ve always tried to build in my “students” is their ability to become a problem solver. Overall, I think that is an essential skill to have in order to be successful in life.

As I mentioned earlier, the summer school pilot program is a way for 12 select teachers in our district to be exposed to coding by using Ozobot. The idea is for our teachers to be the lead Ozobot coding teachers for their respective school starting this Fall. Therefore, they will have the opportunity to continue expanding what they learned this summer in their upcoming class(es) for 2022-23. We intend to create a professional development curriculum for other teachers that are also interested in learning about coding through Ozobot.

We appreciate our Ozobot Trainers (Jen, Anthony, and Diego) for taking on this summer camp virtual training challenge with our district and hope this spawns a successful training program for teachers in other school districts.

As we reflect on the last two years that were unlike any others, are there any tools or resources you used in 2020-2021 that you’ll continue using in 2022-2023? and beyond? 

In my role, I get to evaluate a number of different digital instructional tools. Our district adopted Schoology as our LMS (learning management system), and we just finished our second year of implementation. So, I know that will be ongoing.  

One instructional tool that I really like and can be used on any platform is Flipgrid. This tool allows students to participate, is simple to use (and teach), and gets students to improve their speaking skills. This is especially helpful for the large population of English learners in our district.

Also, there were a lot of takeaways (and challenges) from our full year of remote teaching. Since everything was done in our virtual world of Zoom, I really had to learn how to be a better communicator by using certain applications, like Loom, and how to be more deliberate in my words through digital communication.

How would you “grade” the current state of Computer Science education at your school? What do you see changing or hope to see change in the coming years? 

In our district, we do have some computer science and robotics programs going on, but they are mainly in our Middle Schools. Because of that, I honestly wouldn’t give CS education in our district a high grade right now. However, we are trending in a more positive direction. Starting this Fall, we should see changes coming when it comes to the STEAM disciplines. We’ve just hired a new Director of STEAM and GATE (gifted and talented) this month. So, I would suspect that we’ll eventually have an increased opportunity for teachers, in all grade levels, to be exposed to more CS-based education very soon. It’s exciting to know that our district will have a greater emphasis on CS education from this point forward! 

To stay up to date with Ricky and all that he’s doing in Mountain View, follow him on Twitter! 

The post July Outstanding Educator Spotlight: Ricky Villacorte appeared first on Ozobot.

Our friend up north, Jennifer Perry, has been paving the way for her fifth-graders at St. Marguerite School in Alberta, Canada. Leading the way by being an influential STEAM teacher, we are very excited to announce Jen as our Outstanding Educator Spotlight this month! 

Read on to learn more about Jen and her passion for teaching STEAM in the classroom! 

What are some of your key learnings from the last two years that you’ll continue to use in 2022 and beyond?

I was using Flipgrid pre-pandemic but during the pandemic, Flipgrid allowed me to maintain connections with my students. It’s a tech tool that promotes student voice. I have students that don’t always feel comfortable sharing their thoughts in class but are able to create the most impressive Flipgrid book talks and project reflections. Although students were not in person, I was still able to host a school-wide talent show via Flipgrid. 

Also, until recently, my grade 5 class was unable to meet their younger buddies in person, so we created digital read-alouds for their listening centers. My takeaway is whether you are teaching virtually or in person, connection is essential! 

What have been your favorite Ozobot projects recently? What impact did they have on your students? 

Using an Evo is a perfect way to connect to the water cycle (or life cycles). Through the Ozobot, students can visualize the cycle and these projects are a perfect opportunity to introduce Ozobot in a meaningful way.  

Another collaborative project I did was a story map of the novel, “A Long Walk to Water.” In groups, students discussed key events and then drew images to represent the events. They then coded their Ozobot by selecting Color Codes that matched the event. It was a great opportunity for students to retell the story and have deep conversations about the novel.

I supported the grade six students at my school in creating Ozobot roller coaster-themed design challenges. They came up with some cool projects. Also, it was exciting to observe older students teaching younger students how to code Ozobots. 

How would you “grade” the current status of CS education in Canada? What do you see changing or hope to see change in the coming years? 

I must give shoutouts to Canada Learning Code, Kids Code Jeunesse, and Let’s Talk Science, who are not-for-profit organizations that support CS education in Canada. There are a lot of resources and opportunities for educators to incorporate STEAM activities in the classroom. 

Although I am a Certified Ozobot Educator and am fortunate to have my own class set of Ozobots to share with my fellow educators, I also was involved in a Let’s Talk Science initiative that provided me with another set of bots to use this year. Both sets were utilized in many of the classrooms at my school. 

I think Canadian teachers must shift their mindset from thinking of CS education as an add-on but rather we must find ways to incorporate it into our everyday curriculum – with Ozobot Classroom, there are so many ways to mash up tech and curriculum! 

What is your favorite part about being a STEAM educator? 

My favorite part about being a STEAM educator is learning alongside my students. I don’t have to be the keeper of all knowledge in my classroom. There is an indescribable energy that happens when students are taking ownership, problem-solving, and collaborating during STEAM projects. 

I also enjoy creating projects that involve tech for good and incorporating technology with the U.N.’s Sustainable Development Goals (SDGs). As an Ozobot Certified Educator, I have developed an Ozobot for each of the 17 SDGs. These lessons can be found in the Ozobot lesson library. When given opportunities, our students can create a better world.

To keep up with Jen and all of the latest STEAM activities happening in St. Marguerite classrooms up north follow MrsJPerry on Twitter! 

The post June Outstanding Educator Spotlight: Jennifer Perry appeared first on Ozobot.

As part of the STEM curriculum in the district, first-grade students are learning how to code using Ozobot and we couldn’t be more excited to highlight all of the great things happening in their classrooms! 

That’s why we’re bringing you an extra special Outstanding Educator Spotlight this month with not one, but two fantastic teachers! Mary Wightman, of Highland Lakes Elementary School, and Janet Harmeson, of Orange Grove Elementary School, are working together in their district to help students in elementary think critically and creatively about the world around them through STEM education. 

Read on to learn about how Mary and Janet use Ozobot and STEM curriculum to engage their students, their teaching strategies during the pandemic, and why they love being first-grade teachers in Pinellas County School district. 

What have been your favorite Ozobot projects recently? What impact did they have on your students? 

Mary: One of the first times that my students used Ozobots this year was during our Changing Motion science lessons. The Ozobots were a great way for students to show how things can change motion just by following a designated path. 

Janet: This year I used Ozobots for retelling in Language Arts. Based on the modules and the assigned read-aloud, students listened to the read-aloud and created a detailed retelling board with illustrations and details from the story that explains the character(s), setting, beginning, middle, end, problem, and solution. Students coded the retelling board to allow the use of Ozobots to assist in retelling the read-aloud.

For example, the Ozobot traveled through the retelling board, which kept the student on track with retelling.  If a part of the story had more details and required more time to retell, students would use a slower Ozobot code, and if the story required less time the student would use a faster Ozobot code.  This implementation resulted in a dramatic increase in my student’s ability to retell when using Ozobots. 

What are some of your key learnings from the last two years that you’ll continue to use in 2022 and beyond?

Mary: Some things from the past two years that I will continue to use going forward are programs like NearPod and Kahoot. The kids love to interact with the games on Kahoot and the student response slides on the Nearpods. They are very active and keep the kids engaged. 

Janet: My big takeaway from the pandemic as it pertains to teaching strategies is the increased use of technology in the classroom. I have learned that by introducing concepts using technology, students are more likely to get excited about learning and stay engaged throughout the lesson. During the pandemic, many students used technological devices for learning, so this kept kids intrigued and wanting to learn more. 

Why is STEAM-based learning important in first grade and early childhood education?

Mary: STEAM-based learning is important in first-grade because it is hands-on and teaches the students that they need to sometimes revise their thinking. Not everything is going to work the first time you try it. 

Janet: STEAM-based learning allows students to solve real-life problems while thinking outside the box. Students are given opportunities to become independent critical thinkers while encouraging creativity and problem-solving.  First-graders thrive in a STEAM classroom because the student’s inquisitive nature is coupled with STEAM’s hands-on approach. 

Why do you love being a first-grade teacher at Pinellas County Schools?  

Mary: I think that one of the best parts about teaching first-grade in PCS is the support. I am at a school that has an amazing first-grade team and a wonderful administration that is always supporting each other in different ways. The curriculum that the county provides is very useful and engaging with the kids. They especially love when they get to do hands-on activities. 

Janet: I love being a PCS first-grade teacher! First-grade allows for students to grow and become more self-reliant. Through hard work and motivation, students are learning to become independent learners and striving for self-sufficiency, which is simply the most rewarding part of my job. 

Over the last several years, I have had the privilege of facilitating an after-school Ozobot Club, called the “Ozo- Squad” at Orange Grove Elementary.  Students absolutely love the challenge of hands-on learning how to code using the pocket-sized Ozobots while practicing communication skills and following detailed instructions. It is so much fun!

To keep up with Mary, Janet, and all of the latest STEM activities happening in classrooms at Pinellas County Schools, follow @PCS_ElemSTEM on Twitter!  

The post April Outstanding Educators: Mary Wightman & Janet Harmeson, Pinellas County Schools appeared first on Ozobot.