Designing STEAM activities
Starting from goals, constraints, timing and materials to build activities in which the tools have a clear role.
Teacher training that can carry on after the course.
A course about a tool is useful as long as that tool stays available and the person using it remembers the steps, which is why in teacher training I also work on everything around the technology that decides whether an activity will really work in class.
The task, the organisation of the group, the time available, the artefacts to build, the barriers to participation, the criteria for choosing a tool and the ways an activity can be changed are as much part of the work as the software or the device being used.
I can work on coding and educational robotics, 3D modelling and printing, augmented and virtual reality, artificial intelligence, digital environments and inclusive technologies, but the point of arrival is not knowing more applications, because the goal is an activity the teacher can understand, explain, adapt and redesign in their own context.
I have delivered training for teachers across school levels and 190 hours of teaching and assessment in the STEAM module of the specialisation course for support teaching at Università Europea di Roma through Talent S.r.l., alongside courses on inclusive technologies, learning environments, 3D modelling, robotics, augmented reality, virtual reality and 3D printing.
Possible areas
Coding and educational robotics
Understanding how to move from problem to sequence, from the body to the code and from individual work to collaboration.
3D modelling and printing
Using 3D as a process of observation, design, measurement, revision and production of an artefact.
AR and VR
Bringing in augmented and immersive environments when they make it possible to explore, rebuild, present or connect content that would otherwise stay separate.
Artificial intelligence
Working on the informed use of AI tools and on integrating them into activities that keep goals, responsibility and the role of the teacher clear.
Inclusive technologies
Thinking about barriers before tools, using the principles of Universal Design for Learning, cooperative learning, scaffolding and adaptable digital environments.
Let us talk about the training
Tell me the school level, the number of hours and your training priorities.