This demo introduces a hands-on robotics module designed to cultivate AI literacy in elementary students through computational thinking and robotics. Co-designed with 20 elementary school teachers and instructional coaches, the module helps students differentiate between artificial intelligence and human intelligence, focusing on the AI4K12 Big Idea of Perception, and specifically how our senses differ from a robot's sensors. The centerpiece of the curriculum is the "alien planet" task, where students program a robot to explore an unseen planet created by a peer, using its sensors to identify objects like "aliens" (green), "water" (blue), and "unique materials" (red). This activity not only builds critical thinking and problem-solving skills but also introduces foundational AI concepts, such as how machines perceive the world differently than humans. By connecting to other subjects like art (e.g., hue values) and linking to students' real-world experiences, the module offers a truly interdisciplinary and relevant approach to early AI education.

This poster evaluated a four-month online professional development program helping seven Southeast Asian teachers from Lao PDR, Thailand, Cambodia and Indonesia embed Computational Thinking (CT) and Universal Design for Learning (UDL) into their lesson plans. Through structured sessions and iterative planning cycles, participants co-created, implemented and revised lessons. Qualitative analysis of their plans, reflections and community discussions showed marked growth: early drafts featured only basic CT and UDL elements, whereas later versions incorporated advanced CT skills (decomposition, data analysis, pseudocoding) and UDL strategies (multiple means of engagement, representation and expression). These results suggest that reflective, collaborative professional development (PD) can boost teachers’ competence and confidence in delivering inclusive, computation-rich instruction.

All students benefit when computer science (CS) materials are accessible, but it is critical for students with disabilities. In order to provide opportunities for all students to be successful, it is important for teachers to be able to evaluate the accessibility of their lessons and technology. One way to evaluate accessibility is the POUR framework. The POUR framework represents what can be Perceived through the senses, how users can Operate a material or technology, how it is Understandable to users, and the overall Robustness. POUR provides a promising way for K-12 CS teachers to evaluate accessibility for their learners. We describe how the POUR framework was used by a cohort of teachers to evaluate VEX 123 for their learners with disabilities. Findings from the teacher POUR analysis revealed that overall, the teachers noted that the VEX 123 provided the necessary range of entryways into coding through its three modalities: The touch coding on the robot itself, the coder cards, and VECcode (the block-based coding environment). At the same time, the teachers indicated that some students with disabilities faced a number of motor and sensory difficulties. Overall, this study showcased a way for teachers to provide insight into the level of accessibility of CS education tools specific to their students' strengths and needs.

This paper introduces VEX CTE, an educational industrial-like six-axis robotic arm that can be controlled and programmed through four distinct methods, catering to users of all programming abilities, from novice students who have never experienced an industrial robotic arm to advance programmers. VEX CTE can be programmed by: (1) Direct manipulation with a virtual teach pendant; (2) Direct connection programming using block-based programming, $\mathrm{C}++$, or Python. (3) Programming as a system with the VEX EXP Brain using blockbased programming, $\mathrm{C}++$, or Python. By offering a range of programming approaches, VEX CTE accommodates users at their current skill levels, while providing mechanisms to advance from basic to more sophisticated and powerful programming techniques, as well as from simple to more complex robotic arm setups. Supporting four distinct programming approaches, which span from single arm to multisystem configurations including conveyor belts, VEX CTE is a novel addition to the ecosystem of tools designed to introduce novices to career and technical education practices.

Switch mode is a novel block-based programming feature that allows learners to author one or more lines of text-based code inside of a block-based program. The design of Switch mode seeks to support novices in authoring text-based code while keeping the scaffolds of block-based programming present. Switch mode blocks can be used like any other block but instead of specifying a specific behavior. Switch blocks have a text-based programming editor embedded with it to type in commands. In Switch mode, users can convert conventional blocks to Switch blocks or start from blank Switch blocks to immediately begin typing Python commands. Predefined Switch blocks support single line commands, multi-line programs, variables, nested structures, and function headers. This demo introduces the switch mode approach and will provide a hands-on tutorial on how to author switch mode programs. The session will also share a case study showcasing the potential of switch mode using data from in a 9th grade classroom study. This demo session will introduce attendees to a new and novel approach for helping novices transition from block-based to text-based programming and provide opportunities for hands-on exploration of the tool alongside discussions of how it might be used in classrooms.

This paper introduces the VEX 123 Coder and Coder cards, a novel approach for supporting novices programming a small robotic device. The VEX 123 Coder is a plastic device, similar in size and shape to a smartphone, that connects to the VEX 123 Robot via Bluetooth, and allows young users to define robot instructions by sliding predefined Coder cards into slots on the Coder. This approach blends features of tangible programming with key conceptual underpinnings and interaction patterns used in block-based programming and beyond. In this paper, we present key design and technical features of the Coder and Coder cards, and the results of elementary classroom testing sessions showing how the Coder and Coder cards can support youth in authoring programs. This work contributes a new programming approach to the literature on how to introduce youth to the practice of programming.

This paper introduces VEX 123, a robot that can be programmed via four distinct methods designed to support users at all levels of programming ability, ranging from young users who cannot yet read to professional programmers. The VEX 123 can be programmed by: (1) directly pressing buttons on its exterior; (2) using a tangible programming approach based on a physical Coder and Coder Cards; (3) defining instructions with a block-based programming language; and (4) using the Python programming language. In providing a range of programming approaches, the VEX 123 can meet the user at their current level of ability and comfort while also providing mechanisms to help them move from basic to more sophisticated and powerful programming approaches. In supporting four distinct programing approaches that span physical and virtual contexts, the VEX 123 contributes a novel addition to the growing ecosystem of tools designed to introduce novices to the practice of programming.