Skip to content

M4-W1

Physical computing. Content integration and multidisicplinarity

Assignments

  • [ ] Task 1: [Short description]
  • [ ] Task 2: [Short description]

Process

  • Steps followed
  • Photos / screenshots of key stages
  • Challenges and solutions

Reflection

Did you bring several disciplines together in your own teaching? Yes, I regularly bring multiple disciplines together in my work at the Fabrication Laboratory. Projects often integrate technology, engineering, math, science, and art, allowing students to apply knowledge in a hands-on, creative way.

Do you collaborate with teachers in other disciplines? I collaborate closely with teachers from different subjects, helping adapt their learning goals into practical activities while providing technical support and ideas.

What are the opportunities and challenges? This creates strong opportunities for interdisciplinary learning, increasing student engagement and real-world understanding. However, challenges include coordinating across subjects, time limitations, and differing levels of comfort with technology.

How do you envision a makerspace in your school? I envision a makerspace as a flexible, creative environment where students can explore, design, and build across disciplines. It would be an open and inviting space with areas for digital fabrication, hands-on crafting, and collaborative work, equipped with tools like 3D printers, electronics, and basic materials.

How does it look like? It should feel student-centered, encouraging experimentation, problem-solving, and creativity, while also supporting teachers in connecting projects to their curriculum.

If you have one already, how would you modify it? Since I already work in a Fabrication Laboratory, I would continue strengthening collaboration with teachers and expand opportunities for more student-led projects. I would also focus on making the space even more accessible and adaptable to different age groups and skill levels, ensuring all students feel confident to create and explore.

Are you somehow using computational thinking in your teaching? Yes, I use computational thinking in my work, even if I’m not the main teacher. When students come to the laboratory, I support them in breaking down their projects into steps, identifying problems, and testing solutions—especially during building and prototyping.

Do you think you can take advantage of computational thinking? I believe computational thinking can be used even more intentionally by guiding students to plan their projects step by step, reflect on what works or doesn’t, and apply logical reasoning. This would strengthen their problem-solving skills and help them better connect theory from the classroom with hands-on practice in the lab.

Tools

  • Microbit
  • Batteries Holder
  • USB connector
  • Laptop