Students at the Campus School learn how to use computers as tools for gathering information and communicating ideas. The technology curriculum also helps students develop the skills to use the computer as a tool for problem solving. This entails working in programming environments that challenge students to develop a logical sequence of procedures to accomplish a task. The curriculum also offers opportunities for students to begin to explore the Internet in a structured and developmentally appropriate manner. Through this exploration, students learn to be critical and ethical consumers of information and media.

The technology curriculum reflects the classroom curriculum whenever possible. By the end of their time at the Campus School, students should be comfortable working in a wide variety of computer applications as well as with a variety of compatible technology. The repertoire of skills and understanding students develop gives them a solid foundation that enables them to easily adapt and apply that knowledge to the applications of the future.


An Example of the technology curriculum in practice

Robotic and Artificial Intelligence

The robotics curriculum introduces students to the concept of Artificial Intelligence. This includes experimenting with the use of a variety of sensors as input in robotic programming while simultaneously modeling the engineering design cycle in the designing, building and programming of their robots. As students engage in the curriculum, they participate in on-going discussions of real world applications for their work. From the motion sensors on sinks in public restrooms to environments that simulate simple “human behaviors”, students begin to realize how others have applied similar technology in a variety of ways.

The fifth grade began their robotics unit using RoboLabs. The RoboLabs System uses the RoboLabs Programming Software to transmit instructions (programs) to robot models constructed of Lego pieces and the RCX, Robot Command System, a battery-powered programmable brick not much bigger than a deck of playing cards. Students work in small groups to design, build and program robots to perform simple tasks. In the sixth grade, students expand their understanding of robotics and the use of sensors to control movement. In the first robotics unit, students work with a partner to program robots to perform simple movements and respond to touch and light sensors. Students are challenged to create a light-seeking robot – a robot that simulates the behavior of a moth. To solve this problem, students create stationary kinetic sculptures (robots that stay in one place but have some sequence of movements). Modeling an engineering design process, students build their sculptures with Legos and program the sculpture to start moving when a light sensor is activated. Once all movements are completed, their robot shines a light on the next robotic sculpture. In Art Class, students engage in a complementary unit that focuses on movement. Students then use what they learn about movement there to help them build their sculptures.

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