Crossing Borders with TINKER: An Authentic and Inclusive IT Journey from Ankara to Rome

The Narrative: From Theory to a Tangible Virtual Reality

The implementation spanned two comprehensive lesson hours (40+40 minutes), transforming our technology design lab into an engaging engineering workspace. Collaborative efforts ensured our project details were meticulously aligned with real-world applications. The students stepped into the roles of “candidate engineers,” tasked with creating a low-cost but functional VR solution for a school with limited access to expensive VR equipment.

To structure the session effectively, we divided the learning process into four distinct phases:

Discovery and Curiosity (15 Minutes): We initiated the session with an interactive Q&A on depth perception, binocular vision, and VR sensors to introduce the core logic of the technology.

Algorithm Design (15 Minutes): Shifting to informatics, the steps for headset construction were written as precise instructions (algorithm) that a computer or another person could follow without error.

Prototype Production (40 Minutes): Following the designed algorithm, students physically built the VR headsets using cardboard, 2 biconvex lenses (45mm), scissors, and glue.

Testing and Debugging (10 Minutes): The prototypes were tested using smartphones and digital applications like Tinkercad or CoSpaces. If there were focusing or visual errors, the algorithm was revised and the product was fixed.

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Expanding the Impact: AI, Kindness, and Kinetic Energy

Beyond VR, our journey encompassed various STEM dimensions. We engaged students in an “AI Work Shop: From Sensors to AI,” exploring how machines sense and learn from data. Furthermore, our “Eco-Dynamic Sports Hall” project demonstrated energy production from recycling, turning kinetic movement into data. We also integrated STEM with social values during “Kindness Week” (Nezaket Haftası), where students designed the “Bridge of Kindness”—building with politeness and carrying with mathematics.

Our activities extended outside the classroom walls, as seen in our “Learn in the museum, move around, explore in Ankara Castle” event, part of the Key of Steam Erasmus+ Project. These events were proudly shared on the Scientix map, mapping our local efforts to a broader European community.

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Educational Outcomes and Cross-Border Impact

The outcomes of this scenario were profoundly impactful, shifting students from being mere consumers of technology to active designers.

Algorithmic and Engineering Proficiency: By engaging in algorithmic thinking, students demonstrated logical sequencing and sufficiency of detail in their process steps.

Problem-Solving: The testing phase naturally fostered critical analysis. Students successfully developed their ability to analyze issues encountered during testing and develop functional solutions.

Inclusive STEM Education: By utilizing affordable materials to create high-tech experiences, the project underscored the importance of accessibility in STEM. This ethos was shared and expanded upon during our mobility program in Rome, proving that authentic, hands-on informatics education transcends geographic borders. The active participation in the project highlighted how interdisciplinary instruction and problem-based learning can foster global competencies.

About the Author

Cansu Paç is a professional mathematics teacher, mind and intelligence games instructor, advanced STEM educator, and academic student coach based in the Gölbaşı district of Ankara, Turkey. With specialized training in STEM education and European mobility programs, she is deeply involved in science education through project-based learning, robotics, and the integration of digital tools like Arduino. As a passionate educator, her goal is to empower students by highlighting active school participation and interdisciplinary problem-solving in real-world contexts.

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