About this episode

The episode discusses how coding can be integrated into various subjects and made accessible for all students, including those with disabilities.

What happens when coding stops being a separate technology activity and becomes a tool for learning math, literacy, science, collaboration, and problem-solving? In this episode of the TechEd Clubhouse Podcast , I’m joined by Ronel Schodt and Bruce Jackson from Kai’s Education in Auckland, New Zealand. We explore how hands-on robotics, screen-free coding, Python, virtual environments, and inclusive design can create more accessible entry points into computer science and STEM learning. Bruce and Ronel share the story behind KaiBot , including how a classroom experience with a blind student changed the direction of their work. Their coding cards now provide tactile, audio-supported pathways that allow students—including blind and low-vision learners—to engage with sequencing, algorithms, debugging, and text-based coding. We also discuss why students should experience concepts before receiving vocabulary, how robotics can shift a child’s identity from “I’m bad at math” to “I can solve this,” and why the most important bug to fix may be the belief that a student is not capable. Moving from screen-free coding cards to Blockly and Python Designing STEM tools through Universal Design for…

Topics covered

• inclusive STEM
• coding
• hands-on learning
• robotics
• Universal Design for Learning
• project-based learning

Keywords

• coding
• STEM education
• robotics
• screen-free coding
• inclusive design
• hands-on learning
• computer science
• project-based learning

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