Programming, Robotic, Multimedia Courses

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Programming, Robotic, Multimedia Courses

Programming, Robotic, Multimedia Courses

Teky Academy
TEKY Academy offers STEAM courses for learning programming, building and design.

TEKY Academy courses are made to arouse passion for discovering, designing, and manufacturing electronic systems, automation and artificial intelligence, 3D modeling and programming. The courses help students understand and build structures, mechanical systems, electronics, and develop skills for programming applications or IOT systems.The courses are organized in TEKY Academy facilities and include an LMS system for online learning and communication.

Age groups 
Middle school
High School
Non-digital product
Not required
Offline play 
Playable offline
Educational Quality
Learning Goals

The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.

he learning process is based on learning by doing in cooperation within the group. There's good pre-curated material, lesson plans, and presentations to support the teacher and to make sure all lessons are conducted according to the same standard. Every learner is expected/coached to participate actively in their group work process. In order to progress in the tasks, the students are required to acquire and use new information. The teacher gives instructions and feedback during the lessons.
The lessons are very interactive. Each lesson has a hands-on project which emphasizes ingenuity and creativity. The subjects and topics are implemented into real life by using Problem Based learning methods. Each lesson ends with an overview of the skills and knowledge learned during the lesson. The learners' interest is kept by constructing the lessons so that they contain lots of tasks that activate the learner, as well as some competitive activities.
All TEKY Academy courses have a clear start and finish: Lesson plans are designed and structured in a pedagogically purposeful way. Learning progress is individual, but the actions during the lessons are mostly interactive and collaborative. Problem-based learning projects allow the learners to come up with diverse solutions to the problems, so the provide potentially infinite learning outcomes, and creativity is emphasized during the learning process.
n every lesson there is plenty of interaction between users. The lesson plans provide guidance for constructive collaboration and all collaborative tasks feel meaningful to execute. The online Learning Management System is a great way for documenting the work and allowing communication between the teacher, student, and parents.

The following are the high educational quality aspects in this product.

TEKY Academy lessons contain a wide range of educational technology and use Problem Based learning approach. They have a strong emphasis on collaboration and creativity.
The LMS platform gives a lot of information on the learning process for both the student and the parents. It allows the students to share their learning within a larger community.
TEKY Academy provides excellent pre-curated materials for the teachers. The teacher can feel confident while using the materials. The lesson plans are well-designed and pedagogically valid.
Teamwork, communication skills and respect for other students are emphasized in the lessons and they aim to create a safe learning environment.

The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.

Subject based learning goals

Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
Are responsible, competent, confident and creative users of information and communication technology.
Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
Create and debug simple programs.
Use logical reasoning to predict the behaviour of simple programs.
Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
Recognise common uses of information technology beyond school.
Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
Learn to analyse problems in computational terms
Be responsible, competent, confident and creative users of information and communication technology.
Learn to evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
Understand several key algorithms that reflect computational thinking.
Understand the hardware and software components that make up computer systems.
Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices.
Design purposeful, functional, appealing products for themselves and other users based on design criteria.
Investigate and analyse a range of existing products.
Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
Apply their understanding of computing to program, monitor and control their products.
Achieve challenging goals, including collecting and analysing data and meeting the needs of known users.
Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.
Design and develop modular programs that use procedures or functions.
Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems.
Develop and apply their analytic, problem-solving, design, and computational thinking skills.
Develop their capability, creativity and knowledge in computer science, digital media and information technology.
Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.
Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing].
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.
Explore and evaluate a range of existing products.
Evaluate their ideas and products against design criteria.
Build structures, exploring how they can be made stronger, stiffer and more stable.
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.
Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors].
Identify and solve their own design problems and understand how to reformulate problems given to them.
Develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools.
Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
Test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups.
Apply computing and use electronics to embed intelligence in products that respond to inputs [for example, sensors], and control outputs [for example, actuators], using programmable components [for example, microcontrollers].
Understand simple Boolean logic and some of its uses in circuits and programming.

Soft skills learning goals

Using technology as a part of explorative and creative process
Building common knowledge of technological solutions and their meaning in everyday life
Using technology resources for problem solving
Understanding technological system operations through making
Using technological resources for finding and applying information
Understanding and practicing safe and responsible uses of technology
Practicing logical reasoning, algorithms and programming through making
Using technology for interaction and collaboration
Using technology as a part of explorative process
Practicing fine motor skills
Practicing categorization and classification
Practising visual recognition
Practicing persistent working
Practicing to evaluate one's own learning
Learning to find the joy of learning and new challenges
Practicing creative thinking
Encouraging students to be innovative and express new ideas
Practicing to use imagination and to be innovative
Practicing to use imagination and to be innovative
Practicing to use arts as a way to express
Developing problem solving skills
Practicing to plan and execute studies, make observations and measurements
Learning to build information on top of previously learned
Encouraging to build new information and visions
Learning to combine information to find new innovations
Practicing to work with others
Learning to understand the meaning of rules, contracts and trust
Practicing logical reasoning to understand and interpret information in different forms
Practicing strategic thinking
Learning to find solutions in social conflicts
Learning to recognise and evaluate arguments and their reasonings
Practicing to look things from different perspectives
Learning to face failures and disappointments
Practicing to recognize and express feelings
Encouraging the growth of positive self-image
Practicing to notice causal connections
Learning to face respectfully people and follow the good manners
Practicing to argument clearly own opinions and reasonings
Learning to listen other people’s opinions
Learning decision-making, influencing and accountability
Practicing to express own thoughts and feelings
Practicing to give, get and reflect feedback
Enabling the growth of positive self-image
Encouraging positive attitude towards working life
Practicing time management
Learning to plan and organize work processes
Practicing decision making
Practicing versatile ways of working
Practising to understand visual concepts and shapes and observe their qualities
Learning to notice causal connections
Practicing to find ways of working that are best for oneself
Practicing to take responsibility of one's own learning
Creating requirements for creative thinking
Practicing to improvise
Practicing to notice links between subjects learned
Practicing communication through different channels
Using technology to express one’s emotions and experiences

The Finnish Educational Quality Certificate

Our Quality Evaluation Method is an academically sound approach to evaluating a product’s pedagogical design from the viewpoint of educational psychology.

The method has been developed with university researchers and all evaluators are carefully selected Finnish teachers with a master's degree in education.

More about the evaluation