ARDUINO CTC 101

ARDUINO CTC 101

ARDUINO CTC 101

About
Pricing
Compare
Reviews
Pedagogy
Learning goals

What is ARDUINO CTC 101?

Creative Technologies in the Classroom 101, or CTC 101, is Arduino’s one-of-a-kind STEAM (Science, Technology, Engineering, Arts, and Mathematics) program. Tailored for students ages 13 to 17, CTC 101 is the ideal professional development program for educators.

CTC 101 has been certified by the Finnish Kokoa Education Standard™ that guarantees high educational value and robust pedagogical design on global learning.



What Does It Include?

- TOOLBOX: More than 700 components for a class with up to 30 students.

- ONLINE PLATFORM: Access to the Arduino Education Learning Management System with step-by-step instructions and lessons for more than 25 hands-on experiments based on themed modules.

- SUPPORT: Guided educators training, live webinars, and forum monitored by Arduino Education experts..

Screenshots

Age Range11-13, 14-16, 17-18

ARDUINO CTC 101 Pricing


Pricing Plans
Not provided by vendor.

Compare ARDUINO CTC 101 with...

face
Answer a few questions to help the education community
Have you used ARDUINO CTC 101 before?

Pedagogy

Certified by Education Alliance Finland

EAF Evaluation is an academically-backed approach to evaluating the pedagogical design of a product. EAF evaluators assess the product using criteria that covers the most essential pedagogical aspects in the learning experience.
Passive
Active
All Arduino projects provide student-centered creative tasks, in which the student’s role is very active as hands-on doing is part of all activities.
Rehearse
Construct
The solution provides comprehensive instructional materials to support learners in building new understanding as part of the creative projects.
Linear
Non-linear/Creative
In the beginning students are guided with fixed challenges, but as the learning journey continues activities are based on open ended creative problem solving.
Individual
Collaborative
Many of the projects can be done in groups, which supports the learning of collaboration skills. However, the use of the platform is quite individual experience.

Learning goals

Certified by Education Alliance Finland

The supported learning goals are identified by mapping the product against the selected reference curriculum and soft skills definitions most relevant for the 21st century.

  • Analysing problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • Learning to understand the meaning of rules, contracts and trust
  • Practicing to work with others
  • Learning to plan and organize work processes
  • Connecting subjects learned at school to skills needed at working life
  • Critique, evaluate and test their ideas and products and the work of others
  • Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
  • Identify and solve their own design problems and understand how to reformulate problems given to them
  • Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture
  • Understand how more advanced electrical and electronic systems can be powered and used in their products
  • Select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties
  • Apply computing and use electronics to embed intelligence in products that respond to inputs, and control outputs, using programmable components
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  • Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions.
  • Using information technology to create programs, systems and a range of content
  • Practicing to be responsible, competent, confident and creative users of information and communication technology
  • 1-PS4-2. Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.
  • 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  • 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
  • 3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
  • K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
  • MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
  • Learning to acquire, modify and produce information in different forms
  • Practicing logical reasoning to understand and interpret information in different forms
  • Using technology as a part of explorative process
  • Using technology for interaction and collaboration
  • Building common knowledge of technological solutions and their meaning in everyday life
  • Understanding and practicing safe and responsible uses of technology
  • Using technological resources for finding and applying information
  • Using technology as a part of explorative and creative process
  • Practicing logical reasoning, algorithms and programming through making
  • Understanding technological system operations through making
  • Using technology resources for problem solving
  • Learning to notice causal connections
  • Practicing to evaluate one's own learning
  • Practicing persistent working
  • Practicing to take responsibility of one's own learning
  • Practicing creative thinking
  • Practicing to use imagination and to be innovative
  • Creating requirements for creative thinking
  • Practicing to plan and execute studies, make observations and measurements
  • Developing problem solving skills
  • Learning to build information on top of previously learned
  • Learning decision-making, influencing and accountability
  • 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
  • MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
  • K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • 1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
  • 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
  • 4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.]
  • 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
  • HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
  • HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
  • HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
  • HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
  • MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
  • K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
  • K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
  • MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
  • 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.
Loading...
Loading...
Loading...