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ACTIVITIES IN SCHOOLS

As part of the Erasmus+ CoTEDI project, we visit schools to carry out hands-on activities with children. These sessions allow us to test and validate educational programmes designed to foster the development of computational thinking. Working directly in classroom settings helps us ensure that our proposals are age-appropriate, engaging, and effective in real educational contexts.

Many of these activities are included in the book Laboratorio de Pensamiento Computacional. Ideas y actividades en el aula, which provides step-by-step instructions for teachers to easily implement them in their own lessons.

Code-Farm - educational application with mini-games

Gema Jiménez. School: CEIP Pedro Duque

Dates: March 10th to 14th, 2025

The “Code-Farm” activity focused on the development and testing of an educational application for tablets, designed to foster computational thinking in young learners (ages 5 to 7). The app includes a series of mini-games developed ad-hoc using the Unity platform, each targeting specific computational thinking skills such as algorithmic thinking, decomposition, abstraction, sequencing, debugging, and data analysis.

To ensure the application’s effectiveness and usability, a User-Centered Design (UCD) process was followed. The implementation included two complementary evaluation phases:

  • Student evaluation: Conducted with a total of 104 children from CEIP Pedro Duque (Vicálvaro, Madrid), including 63 students from the third year of Early Childhood Education and 41 from the first year of Primary Education. Observations focused on usability, engagement, and the cognitive challenge presented by each mini-game.

  • Teacher evaluation: A group of 11 teachers, working with children in the target age range, tested the mini-games and completed observation protocols and questionnaires. Their feedback helped identify areas for improvement in the interface and overall game design. Some of the teachers were also parents, offering a valuable dual perspective (teacher and caregiver) on the app’s potential use in home settings.

The results showed that mini-games related to debugging and data analysis were the most accessible and engaging for students, while those involving algorithmic thinking and sequencing were more challenging. Teacher input contributed to interface adjustments to make the app more intuitive and better suited for younger users.

This activity served both as a validation process and as a key step toward refining an educational resource that integrates digital tools and playful learning to support computational thinking in early education.

Cristina Martín Vozmediano
Dates: 1st–15th May 2025 

The activity “Build Your Own City” was implemented at CEIP San José (Torrejón de la Calzada) with a group of 25 students aged 8 to 9. The aim of this Activity is to foster the development of computational thinking skills through a combination of plugged-in and unplugged activities, while also promoting teamwork, creativity, and problem-solving.

The activity began with LEGO-based tasks in which students were asked to design and build elements of a city—such as buildings, bridges, or public services. After documenting the building process in writing, they exchanged instructions with classmates and tried to recreate each other’s constructions, thereby practising sequencing and abstraction.

In the following sessions, students were introduced to the Ozobot robot and its colour-based programming system. They learned to use colour codes to control movement and actions. Once familiar with the system, they integrated their LEGO constructions into a large paper-based city layout, navigating the robot through the city streets using colour code paths.

In the final session, students were given collaborative challenges such as programming Ozobot to reach specific destinations with limited instructions. These challenges required creative thinking, debugging, and communication, reinforcing key computational thinking components like algorithmic design, problem decomposition, and evaluation.

Overall, the experience combined hands-on construction and programming with teamwork and reflection. The children engaged actively in the activities, developed logical reasoning and sequencing skills, and gained confidence in using technology to solve problems.

Belén Orihuela

Dates: June 5th to 16th, 2025

The Educational Programme (EP) Time Travellers was implemented with 5th-grade students in Primary Education. This EP is designed to combine the study of history with the development of computational thinking (CT) skills through a blend of plugged-in activities—using the MatataStudio Coding Set—and unplugged activities, such as building shelters or simulating ancient trade routes.

Throughout the sessions, students worked in teams to tackle challenges inspired by different historical periods, employing active learning methodologies such as Project-Based Learning (PBL) and gamification. The main objective of the programme was to enhance historical understanding while simultaneously fostering computational thinking skills.

The specific aims of the EP were:

  1. To design learning activities that promote specific computational thinking skills tailored to the characteristics and context of each historical period.

  2. To implement active methodologies that engage students by meaningfully integrating history education with the development of digital competencies.

  3. To evaluate student learning and satisfaction through pre- and post-tests focused on computational thinking skills and the perceived effectiveness of the activities.

This initiative is grounded in the hypothesis that integrating computational thinking into the study of history—through active, collaborative methodologies and the use of digital tools—can significantly improve both historical knowledge and CT development among 5th-grade students.

The programme was implemented in two different schools:

  • CEIP Pedro Duque, with 25 students aged 10–11.

  • CEIPSO José Echegaray, with 100 students, aged 11.

Dates: February 12th to April 30th, 2025

As part of the third edition of the Artificial Intelligence Course: Basic Educational Activities for All Ages and Subjects (organized by Comunidad de Madrid and Universidad Rey Juan Carlos), a classroom implementation phase took place from February 12th to April 30th, 2025.
A total of 55 teachers from 10 different educational centres—ranging from early childhood to high school—participated in this on-site initiative. Following the training phase, they designed and carried out AI-based educational activities, applying what they had learned in their classrooms.
Thanks to this initiative, approximately 1,300 students experienced innovative lessons involving Artificial Intelligence and Computational Thinking, tailored to their age and subjects. Each teacher contributed 10 hours of teaching and approximately 30 hours of material preparation.

This activity is directly linked to the AI course’s main event and reinforces its practical impact on real educational settings. The training and classroom activities were also integrated into the goals and frameworks of the CoTEDi (Computational Thinking Education for Diversity and Inclusion) project.

Date: January 27th – February 4th, 2025

The Multiple Calculator is an interdisciplinary educational activity (Educational Programme) designed for students aged 10 and older (upper primary level, from 5th grade onward). Approximately 150 students participated in total (3 classes per grade). It integrates mathematical reasoning with basic programming, circuitry, and physical computing using Makey Makey boards.

Planned over three one-hour sessions, the first session introduces mathematical concepts such as prime and composite numbers, multiples, and divisors, supported by manipulatives like LEGO bricks. The second and third sessions explore educational boards and Makey Makey connections, teaching students how to build circuits and program them so that a character announces the color of a touched piece, ultimately enabling them to calculate multiples of 2, 3, and 5 through an interactive system.

This activity is part of the CoTEDI project (Computational Thinking for Education with Diversity and Inclusion) and supports the integration of computational thinking into everyday classroom practice.

Date: 30/06/2024

As part of the Erasmus+ CoTEDI project, Universidad Rey Juan Carlos (URJC) conducted a classroom workshop at Pedro Duque Elementary School to help students explore mathematical and social concepts through an engaging, hands-on activity.

During the session, children worked with LEGO bricks to represent population groups visually. This exercise served to introduce fundamental ideas related to data representation, comparison, and categorization, all while fostering teamwork and creativity. Students were encouraged to reflect on diversity, inclusion, and real-world data interpretation, combining mathematical reasoning with civic awareness.

The activity offered an opportunity to develop computational thinking and problem-solving skills through physical manipulation and visual modeling, aligned with the project’s goals to promote inclusive and meaningful learning environments.

You can find the chapter of the book translated into English for step-by-step implementation of this activity in the classroom here:

📄 English translation of the chapter (PDF)

📘 Book in Spanish – Computational Thinking Lab: Ideas and Activities for the Classroom

Date: 16/05/2024 and 23/05/024

As part of the Erasmus+ CoTEDI project, which promotes inclusive approaches to the development of computational thinking, Universidad Rey Juan Carlos organized two hands-on workshops in collaboration with Fundación Juan XXIII, supporting individuals with intellectual disabilities.

The workshops  focused on introducing key computational concepts such as sequences and loops using Scratch and ScratchJr. The participants, supported by Fundación Juan XXIII, explored visual programming by designing their own simple video games.

This inclusive learning experience encouraged creativity, logic, and problem-solving, while promoting digital autonomy. The session clearly demonstrated how educational technology and accessible methodologies can foster computational thinking skills in diverse learning environments.

Date: 07/05/2024

As part of the Erasmus+ CoTEDI project, the Universidad Rey Juan Carlos carried out a workshop in collaboration with Pedro Duque Elementary School aimed at developing computational thinking through geometry and mathematics. The session was conducted with 4th-grade students (9–10 years old), and the main tool used was the Matatalab Pro Set robot.

During the activity, children used the Matatalab robot to create geometric shapes and understand angles, rotations, and directions. In addition to fostering essential math skills, the workshop also strengthened key computational thinking abilities such as problem-solving, sequencing, and algorithmic reasoning.

Children worked collaboratively to design paths and commands, integrating concepts such as degrees, turns, and spatial orientation. This combination of robotics, geometry, and teamwork resulted in a highly engaging and educational experience.

This workshop highlights the powerful synergy between mathematics and computational thinking when supported by educational robotics, encouraging active learning and concept integration from an early age.

Date: 25/04/2024

URJC developed an educational workshop alongside Pedro Duque Elementary School for children in the first (6-7 years old) and second course (7-8 years old) of elementary school. The goal was to teach computational thinking with the usage of the Matatalab robot while solving mazes. 

While participating in the Erasmus+ CoTEDI project, Universidad Rey Juan Carlos partnered with Pedro Duque Elementary School to conduct workshops using the Matatalab Pro Set robot. These workshops were aimed at children in the first and second course in elementary school, taking place in Pedro Duque Elementary School with the participation of two courses. 140 children were involved in these activities. The workshops were held in April 2024. 

The children learnt the basic operation of the robot while understanding key concepts such as programming the movement, optimizing the number of pieces to program it and spatial awareness. All these concepts are of high importance in developing the computational thinking in children. 

The computational thinking development activity was carried out in full alignment with the established standards. Both groups of children displayed a proactive attitude, enthusiasm, and demonstrated a strong capacity for learning throughout the session. 

The results of this workshop prove the importance of including educational robotics in elementary school to foster cooperation, team building and cognitive development.  

Date: 12/04/2024 

URJC developed an educational experience using Matatalab for adults with intellectual disabilities, teaching geometry and computational thinking in an inclusive, playful, and visual way, as part of the European CoTEDI project with Fundación Juan XXIII. 

As part of its commitment to inclusive education and meaningful learning within the Erasmus+ CoTEDI project, Universidad Rey Juan Carlos (URJC) has launched an educational experience using the Matatalab Pro Set robot, aimed at adults with cognitive disabilities. This three-hour workshop took place at the Vicálvaro campus, with the participation of 13 individuals from Fundación Juan XXIII. The workshop was held in 12 April 2024. 

During the workshop, participants explored basic geometry concepts by programming an educational robot using physical blocks and a digital simulator. Through activities such as creating geometric figures and working with angles, participants developed computational thinking skills in a playful, visual, and collaborative way. 
The activity was designed following the principles of Universal Design for Learning, ensuring accessibility and active participation for all attendees. The experience proved to be highly motivating: participants enthusiastically tackled challenges and shared their achievements in an inclusive and stimulating learning environment.

This initiative highlights the potential of educational robotics as a powerful tool to foster inclusion, autonomy, and cognitive development, opening new opportunities for people with special needs in educational and social contexts. 

https://www.urjc.es/todas-las-noticias-de-actualidad-cientifica/8975-ciberseguridad-robotica-y-programacion-al-alcance-de-todos?utm_source=chatgpt.com

Date: 23/02/2024

As part of the Universidad Rey Juan Carlos’ commitment to inclusive education and digital awareness, the Scientific Culture and Innovation Unit (UCC+i), together with the School of Computer Engineering (ETSII), organized a user-level cybersecurity workshop aimed at individuals with intellectual disabilities.

Held on 23 February 2024, this workshop provided participants from Fundación Juan XXIII with accessible, practical knowledge to help them navigate digital environments safely. The session focused on essential cybersecurity concepts, including how to identify online risks, protect personal information, create strong passwords, use two-factor authentication, and detect suspicious behavior on digital platforms.

Participants engaged directly with real tools and interactive online resources such as Have I Been Pwned?, allowing them to explore the concept of data breaches and digital identity protection in a meaningful way.

The activity was designed with inclusion and accessibility at its core, ensuring that all learners—regardless of their prior digital knowledge—could understand and apply the content. The initiative highlights the relevance of cybersecurity education for all and the importance of adapting digital training to diverse needs.

Date: 14/02/2024

To celebrate the International Day of Women and Girls in Science (11 February), a playful and educational activity was held with 3- and 4-year-old students from CEIP Pedro Duque (Madrid, Spain), introducing them to programming through the use of Bee-bots.

During this one-hour session, each of the 17 participating children selected a product to “buy” at the delicatessen shop and then programmed a Bee-bot robot to navigate to the corresponding picture on a grid. The children first counted the necessary steps and then entered the sequence of directions into the robot.

This hands-on experience allowed very young learners to explore basic programming logic, spatial awareness, and sequencing skills in a joyful and meaningful context. The activity was both collaborative and accessible, sparking curiosity and motivation through play.

Date: 12/02/2024

As part of the celebration of the International Day of Women and Girls in Science (11 February), Universidad Rey Juan Carlos (URJC) conducted an engaging activity on algorithms with 4th-grade students at CEIP Pedro Duque (Madrid, Spain).

During this one-hour session, 70 students from three different classes were introduced to the concept of algorithms as a fundamental part of computational thinking. Working in groups of up to four, each team was assigned a monster character and tasked with writing a step-by-step algorithm for drawing it. Afterwards, another group followed the written instructions to recreate the monster on the blackboard.

This hands-on activity helped students experience the importance of precision and clarity in algorithm design, while also encouraging teamwork, communication, and creative thinking. By linking programming logic with drawing, the session made abstract concepts both tangible and fun for young learners.

Date: 06/02/2024

To celebrate the International Day of Women and Girls in Science (11 February), Universidad Rey Juan Carlos (URJC) conducted a hands-on educational activity with 3rd-grade students from CEIP Los Almendros (Madrid, Spain), introducing them to the concepts of nodes and graphs through a creative and engaging workshop with electric cards.

As part of this one-hour activity, held on 6 February 2024, 35 children from two different classes participated in an exploration of basic concepts in electronics and network theory. Following a short explanation of how nodes and connections form graphs, students worked in small groups to apply these ideas using electric circuits.

Each child designed their own electric card using a battery, a LED, and conductive copper tape, creating a complete circuit that lights up when properly connected. This playful and artistic approach encouraged both creativity and critical thinking, while reinforcing STEM-related knowledge in a tangible way.

The activity promoted teamwork, curiosity, and experimentation, fostering early interest in science and technology. It also highlighted the importance of inclusive and gender-sensitive educational practices aligned with international efforts to empower young girls in STEM fields.