GenerationAI_IO1_Pedagogical Framework

The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2020-1- NL01-KA201-064712] www.generation-ai.eu/ students aged 10-12 years old, the suggested activities need to be plugged, meaning that they need a computing device. More specifically, following an interdisciplinary approach, for the fourth graders there will be an introduction to sensors and how they can control a robot by using a robotics kit such as Lego Mindstorms and for the fifth graders there will be actively participation in activities that examine the behavior of the robot following four different steps: plan, program, compile and try with the use of the sensors. The sixth graders will learn how the computer system integrate AI to perceive the world and eventually recognize how they interact with people through the screen. Hence, they will apply critical thinking about the negative and positive impact of AI on themselves and the society since they will be well informed about this topic. For achieving this, students will be able to use a robotical kit to build their own software creation, for instance simple video game or solve simple task such as autonomous driving of the robot and parking (INTEF, 2020). Those activities focus on the development of computational thinking skill, which is an essential digital skill within 21st century. Rich et al. (2020) investigated how to integrate computational thinking into the already existing curricula and learning strategies and proposed methods to extend the curricula to increase the emphasis on learning and developing this skill. One of the methods to integrate computational thinking in the school curriculum is through games. Waterman et al. (2019) incorporated computational thinking into the existing game Oh Deer! developed by the Project WILD. The aim if this game is to collect data that has an impact of deer’s habitat. Following, after the game is finished, the teacher will help the students to organize their data and draw conclusions for the deer’s habit and its changes. Waterman and colleagues (2019) achieve to incorporate computational thinking in this game by first emphasizing that the game is already