There are many considerations for the teacher looking to use drones with their students. Safety is paramount in any drone lesson or activity. Along with overall safety of the students and the space where the drones will be flying, there are requirements and safety aspects to each type of drone. This chapter looks at beginner, intermediate, and advanced drones and what to look for with each of them.
The most important consideration when using drones in the classroom is safety and the related issues that surround the operation of these technologies. With a device that has this magnetic effect for students, it is critical that instructors lay out a safety-and-operation plan prior to implementing it. During one demonstration of drones for an elementary school, a principal took a drone and hovered it over students who were seated. Of course, the students wanted to reach up and touch it. Had they done so, however, they would have injured their fingers if they encountered the blades. Lack of responsibility may not always be with students; adults need to have an understanding of the situation. If a drone’s propeller makes contact with someone’s hands or fingers, the results are not going to be good.
In the unfortunate event that blades do strike fingers or body, in most cases they just sting; then the drone realizes it has struck something and shuts down its motors (There are settings that will not allow for this to happen, so be aware of your drone’s safety features prior to use.) This is not to say that the drone could not cause more damage to younger students or to an eye. On the contrary, there is a reported case of a young girl being injured by a homemade drone. These ideas are not meant to scare users but to present the reality of drone operation, so you take the necessary steps to avoid negative consequences.
The number-one rule for safe drone operation is to avoid people, keeping a safe distance between the flying drone and other humans at all times. Whether the drone is overhead or simply nearby, operators should not fly close to people, as drones can shift or drift based on conditions. In a classroom setting, it is best to move all students a safe distance behind the operator and have as much distance between the operator and the drone as possible. If using the drone in the classroom, this may be more difficult, but the more room to make mistakes the better. Most drones come with indoor hulls made of foam or hard plastic, or you can buy these as accessory items. These bumpers are a must-have when using the drone indoors, as there is no contact with the propeller should the drone bump into a human. Additionally, the bumpers minimize the damage to drone motors and propellers, saving both time and money.
Having room for the drone to move is a key consideration even when the unit is just hovering. In a school building, opening doors, windows, and ventilation vents can change air pressures or cause air to move unexpectedly. Usually the movement is minimal and the drone recovers, but if the drone is close to an object, it may be damaged if it hits a wall or something else that is hard. When operating indoors, the drone will not have GPS mode to compensate for these types of changes.
Outdoor users will quickly see how much wind affects the flight of the drone. If the drone came with indoor hulls or bumpers, they should be removed when taking it outside. The excess foam will cause more drag and make the drone get rocked around by the air more.
The same idea of avoiding potential hazards indoors should be followed outside as well. And using the drone outside presents more hazards than in a classroom or gymnasium, where the drone is boxed in. There are a lot more risks of where the drone could go (buildings, cars, wires, trees) and numerous uncontrollable environmental factors. A quick internet search will show videos of drones gone rogue, flying away when they lose a connection to the operator. This problem was primarily an issue that occurred in early and less-expensive models. Again, the big factor is movement of air. Fortunately, some models have GPS features that will allow them to remain stable in the strongest winds; however, if the drone does not have this feature, it can get blown around and be nearly impossible for the user to control. New or inexperienced users tend to get scared at this point, but it is an opportunity to teach users how to remain calm and think through the problems. A good rule of thumb is to simply avoid outside flight if there is a high wind.
Appendix B provides a sample safety checklist for users to follow prior to flight. Having a checklist makes users cognitively process potential threats or risks ahead of time and conduct an assessment of how to avoid these potential issues. Striking a tree at 100 feet is going to result in more damage to equipment than a five-foot strike using a bumper in a gym. This, again, returns to the notion that knowledge of equipment and control of the aircraft require practice.
A comparison of models enables users to make an informed decision about safety and other variables prior to purchasing a drone. To assist with this process, the following three sections group models based on ease of use, price, and features. This is not meant to be an all-inclusive list of drones available in the retail market, but it does evaluate the models based on the experience of their use in the K–12 setting. Many new models are being developed and older models are being updated, so these sections focus on some of the more popular models in schools today. When it comes to name brands in drones, DJI and Parrot are two of the leaders. Although there are other manufacturers, the prominence of these two makers generally overshadows the others.
Because there are numerous small drones and minidrones, buyers should use caution to avoid purchasing minis that are essentially just toys. The Rolling Spider and Airborne Cargo models from Parrot are small drones that have great control, maneuverability, and relatively safe operation. Both models are based off of the same platform, but their exterior structures are slightly different. The Spider is advantageous because it has two large wheels to protect itself in crashes; when it hits a wall or falls to the ground, it just bounces and is ready to go. These wheel bumpers are a great asset for younger students. The Air Cargo is designed for connecting blocks to the device, so it is excellent for demonstrating the impact of weight on lift or speed.
Both models have a camera that faces directly down, and both are controlled through an app that must be installed on a cell phone or tablet and connects through Bluetooth. They are highly recommended due to their stability and resiliency. Right out of the box, these models offer reliable, user-friendly options for younger students. Additionally, the ability to modify the operating systems of these two drones gives advanced-programming students a unique platform to see how code affects an actual object. Since the abstract nature of code can be boring, having a physical, interactive representation of students’ work is inspiring.
These models have potential at both ends of the educational spectrum; your choice is just dependent on the need of the user. The price is below the $100 mark, so it is relatively affordable; and the app download is free and available on multiple devices. This is the same app that is used with some other Parrot products, like the Bebop as well. Flight time is only about eight minutes per battery, but batteries are inexpensive and easily changed. These models should be purchased with an external charger and a several spare batteries.
Intermediate models are classified as having more advanced features than the beginner models but are not necessarily professional grade. The two devices that have been used extensively in the K–12 setting are the Parrot AR.Drone 2.0 and Bebop. These two drones are a step up from the minidrones and come with more options.
The AR drone is the largest model that will be discussed here. It features forward- and downward-facing cameras, and uses app-based controls that need to be downloaded onto a mobile device that connects to a Wi-Fi signal. The quality of the front camera is fair and the downward-facing camera is grainy; but as a step up from the minidrones, this is where operators start receiving live video from the drone to the controlling device, offering live perspective and in-the-moment photographic capabilities—an impressive feature to be able to show students.
Video and images from the drone can either be stored on an internal USB drive or sent to the mobile device. The only issues relate to sending the images to a mobile device; you have to keep in mind that there needs to be enough space on the receiving device to receive large files, and large files can take an extended period to transfer over Wi-Fi. Also, after extensive use, there have been some connectivity issues while using this drone, especially when multiple drones are being used simultaneously.
The propellers on the AR are the hardest to change on any model reviewed here, requiring a special tool. However, they do come with a comprehensive indoor foam hull that acts like a 360-degree bumper. This model has proven to be fairly resilient, surviving many bumps and bruises. And the foam bumper can be glued and taped, and ready to fly again without much delay.
The Bebop is a favorite of teachers and students when using a drone indoors. This drone is smaller than the AR and handles much better, with a noticeable increase in response and speed in comparison. The Bebop also comes with GPS. This is not a major issue if using the drone indoors, but it does expand the user’s ability to record data, conduct measurements, and create preset flights outdoors. The camera is a fish eye, which gives a 180-degree field of view. The downside is that indoor bumpers do not provide 360-degree protection; they leave the front relatively exposed and have to be purchased separately. However, the smaller blades on this model are easy to change and seem to be more durable than the ones on the AR.
The Bebop has the option to be flown by a handheld controller or by an app. But even with a controller, a mobile device is still needed to see live images. As discussed previously, handheld controls provide the added benefit of increased use of tactile senses and a better feeling of user control. But adding the controller is about $200 more.
Both the AR and Bebop have about a 20-minute flight time, depending on use, with batteries that are charged externally. This makes it easy to keep a spare charged and ready to go. On both models, it is recommended to purchase spare propellers as well. In the case of the AR, purchase a spare propeller kit, which has the lock washers, gear, and propellers—the parts most-often damaged—all in one place. The price of the AR.Drone 2.0 is approximately $250 while the Bebop is near $500.
The DJI Phantom is the top-of-the-line model in this section. The Phantom line comes in four options: Phantom 3 Standard, Phantom 3 Advanced, and Phantom 3 Professional, followed by the Phantom 4. The Phantom 3 differences are primarily based on the camera system. All three models have a gimbal-mounted camera, but the Professional and Advanced models offer higher-quality media capturing. The Standard and Advanced comes with 2.7K video capability and a 12 MB camera, while Professional and Phantom 4 both have 4K video capabilities. The Standard camera is the only one manufactured by Panasonic; the others are made by Sony. The data is stored on a mini–memory card, and the user is still able to view the media on the device connected to the remote. This allows the operator to review media that is captured while the drone is still in position, giving the option to capture additional shots prior to landing.
The Phantom 3 is the ideal choice for flying outdoors, as it has GPS and the gimbal-mounted camera. The drone can hover in place even in a high wind and still capture high-quality media. Meanwhile, the GPS returns the drone home (the takeoff point) if it loses its signal or if the operator hits the related button on the controller (Advanced and Professional models). The GPS also enables the user to create a very detailed flight log that has information on distance, altitude, speed, and associated media files. The Phantom has the ability to create a map based on the data logging as well.
Though the controller is included in the price of each device, the controller still requires the operator to use a mobile device with an app to watch live video and execute some of the controls and options. And the mobile device needs to be physically connected to the controller through a wire. The Standard model has a slightly different remote than the others, which does not have as many options as the advanced models. The missing options are primarily camera controls and a return-to-home button.
The Phantom 4 has the same features of the Phantom 3 Professional but offers the added benefit of increased autonomous systems to avoid objects. This improves safety and reduces the likeliness of damage to the drone. On the other hand, the Phantom 3 Advanced and Professional models have a vision system feature that enables the drone to stay in place even without GPS. (GPS isn’t always effective, as the ground image requires surfaces that have distinct features. Gym floors and water may be too smooth, for example.) However, the Phantom line is usually recommended for outdoor use, as they are more powerful and louder than other models. A Phantom’s speed and power make flying one like driving a race car in a parking lot: there just is not enough room to let them do what they do! There are protectors for propellers available if the intention is to fly indoors, but this is something that should not be considered optional.
The batteries for the Phantom 3 will last approximately 25 minutes while the Phantom 4 will afford a few more minutes of additional flight time. The batteries are removable, but since they are considered intelligent batteries, they come at a cost of more than $100 each. The purchase price at the time of this book’s printing ranges from $500 for the Phantom 3 Standard to $1300 for the Phantom 4. The price difference is based on the camera system. If high-quality images are the priority, then a model with a 4K camera is ideal; but if the goal is to have all the features and capture good images, then the Standard model will be sufficient.
As with any technology, the drone market is continually evolving. The prices have been decreasing as the technology is becoming more widely used, and there are more players offering various models. The competitive pricing and technological advances are advantageous for those who are looking to buy; and even well-equipped models offer severe price cuts when they are no longer the newest editions.
The choice of a drone depends on what is going to be effective in the classroom and still offer the best return on investment for the purchase price. If a small minidrone will accomplish the objective, then an Airborne Cargo or Rolling Spider will be a good choice. The Parrot AR drones are resilient, but they tend to be a bit bulky. The Bebop is a good choice too, but for the price difference, it is hard to pass up the Phantom. Ideally, having several options would be great, but if the drone is going to be used indoors, the Bebop has the slight edge; outdoors, the Phantom line is hard to beat. As new models and companies emerge, it is best to read reviews and forums prior to purchase, as it is not always beneficial to be the first one to buy something that has not had all the bugs worked out of it yet.
The successful implementation of drones into an educational setting is based on the training that end users receive. To take a technology such as this and just hand it to someone straight out of the box, without proper guidance, is not likely to produce advantageous results. If there is going to be an investment in new technology, administrators need to support the rollout of new technologies with sustainable professional development.
Unlike most technologies, the use of drones in the classroom presents a potential risk and liability. The key to safe operation is to have a skilled end user who is knowledgeable about the device that they are utilizing. Just as someone who is instructing a driver’s education class must know how to safely use the car, classroom teachers using drones must have the same skill and expertise in operating their tools. There is no replacing flight time; so, prior to using a drone with others, it is critical that educators spend an extensive amount of time behind the controls.
The key to learning is finding a large open space without obstructions in which you can practice with the drone. Starting to fly in small spaces such as a classroom can be frustrating, and can lead to crashes and potential drone damage. The best place to start is in the school gymnasium. Unlike practicing outdoors, the drone is kept in a controlled environment this way and cannot get out of the enclosed space.
Inevitably, there will be a crash; but many models have external skeletons or bumpers to prevent damage, especially to blades. It is a good guideline for users to start flying at a low altitude. If there is a crash at three feet as opposed to 15, the drone will likely remain unharmed. Most crashes are generally associated with a lack of control. Speed and response settings should be turned down for new users—almost every drone has a setting for how fast it will accelerate or climb. Turning down these settings will give new users the ability to control and respond to potential issues at an accessible speed.
For the most part, drones will yaw up, and return to a hover when the operator lets go of the controls. A lot of times, individuals will freeze and stay on the sticks, which either causes a crash and/or increases the impact of a crash. Curiosity and the need to test the limits of the equipment appear even with teachers, so sometimes people purposely get close to obstacles or try to go fast. With the exception of drone racing (more about that in Chapter 8), the objective of the drone is to move to and obtain media or data that could not otherwise be collected.
As part of the drone implementation process, administrators should enact a set of procedures to distribute the drones and to report damage. Most parts are replaceable, and some vendors will replace or exchange a drone that has been damaged. The situation that needs to be avoided is a drone that is returned damaged by one teacher and cannot be used by the next teacher for their lesson. Having a simple sign-out sheet and process to report issues will alleviate unreported damage like this. Especially in the learning stages, there should be a reasonable expectation that some damage may occur. Conversely, administrators should not punish teachers for exploring new technologies as long as they do no use them in a reckless manner. If someone has not crashed a drone, they have not flown it long enough. Ideally, an instructional coach or administrator takes the lead on having oversight of the devices and keeps track to ensure that they remain operational.
The number-one cause of crashes is orientation of the drone. The easiest way to operate a drone is to make sure that the front (usually noted by the camera orientation) is facing away from the user—that the drone is facing in the same direction as the user. In this setup, regardless of whether the control is a hand controller or a phone app, the drone will go forward when the forward command is given. Oftentimes, once this orientation is changed and the front of the drone is angled in another direction, the operator can become confused and the chances of a crash increase. For example, when the front of the drone is facing to the left of the operator, forward command now sends the drone to the left of the operator. One of the easiest solutions is to reorient the drone so that it is once again facing in the same direction as the user—to maintain intuitive control of the device—and then move to the objective. Once at the objective, move the drone to capture the media and, prior to returning or moving it to another location, reorient the drone so that the front is once again away from the operator.
If given the option, select a drone with a controller that is separate from the app on a tablet or cell phone. The ability to hold joysticks is more comfortable to users than holding on a phone or tablet. The physical action allows operators to use their tactile senses and truly feel the movement of the controls.
As with any classroom implementation of technology, the teacher needs to be trained and knowledgeable about the technology to effectively utilize it in the classroom. In the case of drones, this is even more critical to ensuring safety of operation while using them with students. To that extent, operators should be able to do the following 10 steps prior to using a drone in the classroom:
1. Attach and remove the propellers
2. Connect the battery and power
3. Navigate the app and/or utilize the controller
4. Identify potential risks or hazards
5. Create a safe area for the drone to operate
6. Establish a connection between the controller and the drone
7. Take off and land successfully at least 10 times
8. Navigate the inside perimeter of a classroom three times within three feet of the wall
9. Navigate in and out of a classroom door 10 times
10. Move to five locations and hover
These skills are a good baseline for using a drone in the classroom. After conducting numerous professional-development trainings and observing teachers’ use of these devices in the classroom, the 10 items listed have proven to be the essentials for creating a safe classroom where the technology is effectively used to assist with student learning. Without these prerequisite skills, teachers either cause a disruption to the classroom or risk student well-being. As this field is still emerging, there is no standardized set of proficiencies required to be certified in operation at the amateur level; again, these 10 skills serve as a baseline rather than a mastery level. Using a drone in an outdoor environment should include instruction on FAA regulations as well as outdoor safety. Expert flying of drones requires certification. Flying commercial drones requires operators to have, at minimum, a sport or recreational pilot’s license.
Another critical element when training new users is to have an objective or a task. When adult learners have the ability to operate the drone, they will often push the limits, resulting in crashes and damages to the drone. When individuals are left without guidance, they try things like landing on a basketball hoop, seeing how close to the ceiling they can get, or trying to fly over other people. Any training or activity should be goal focused so that participants are trying to accomplish a task rather than openly exploring the limits of the drone.
A storyboard is a sequential combination of written and graphical representation of the media that is going to be captured or created in a video, animation, or other motion graphics. This allows the user to visually organize media elements that they will need to complete the production. It is typically used in creating media for video or media productions but has an essential role in drone operations: it allows users to visually map out how they will use the drone.
Creating a storyboard serves the purpose of ensuring the drone is used for an exact purpose and captures the correct data that the user wants to collect. The visualization guides the operator so that they know exactly what they have to accomplish while the drone is in the air. This is important if there are students operating the drone, as they have a focused plan instead of just playing or experimenting with the drone, which could lead to issues. Additionally, due to the limited resources of time and technology, using a storyboard speeds up the process of collecting data. There is a finite amount of class time, and having a plan to gather the appropriate data ensures that this is done in an expeditious manner. A focused plan also allows for effective deployment of a drone (it is doubtful that there will be a one to one ratio in the classroom). The other factor is battery life, which is usually around 20 to 30 minutes, depending on type of drone and usage.
Figure 5.1 Students preparing for a drone activity in their school gymnasium.
Storyboards can be completed in several ways, including print and digital. Appendix C has a sample storyboard that can be used or modified to match the type of usage. Considerations should include the height of the drone, the angle of the camera (if applicable), the speed of the drone, and the requirements for video or still imagery. The easiest thing to do is just print out copies of the storyboard and have students pencil in their plans. This allows the students to quickly create the storyboard so that they have a physical reference point when it comes time to actually fly the drone.
In this section, there will be discussion of some of the most common issues experienced when trying to fly a drone. The majority of these issues are only introduced after the drone has had a crash or hard landing, or has struck something. With that in mind, when ordering the drone, seriously consider buying some replacement parts, such as blades, spare batteries, and tools. There are spare parts listed in the manual for a reason, as it is common to see these items damaged or needing replacement. There is a nominal cost in having spare parts on hand, but based on experience, it is frustrating to need these and not have them available. Also, when ordering the actual drone, find out if the vendor can get these types of parts. Some vendors will sell the drones but not the supporting materials. Depending on the seller and the procurement process, getting spare parts may not be as simple as going to an online store and just clicking “add to cart.”
There are many videos available about every drone that is commercially available. Referring to YouTube is a common approach for learning more about issues and resolutions that others have had. No matter what, you are not the first person to have an issue. There is generally someone (or multiple people) who have had similar challenges and have found resolutions. Most of the major manufacturers have forums where users of their products can come together and form a collective online knowledge base.
The most common issue that occurs is a drone that will not connect to the control device. This occurs more often when there is an app-based control on a phone or tablet. There are several possibilities for issues on both the drone and the phone or tablet. These types of devices use Wi-Fi sent from the drone to the mobile device. First, users should check that they are connected to the correct drone, especially if there are multiple units in the vicinity. If a connection still cannot be established, go back to basics and restart everything. This means unplugging the battery from the drone and closing the app on the phone, and perhaps even restarting the phone as well. After doing a whole system and controller reboot, connectivity is usually restored.
Lack of connectivity occurs more often when trying to switch between multiple users on the same drone. Additionally, some devices will automatically connect to the drone, as it remembers the Wi-Fi. The best practice is to use a single device, when possible, to control the drone, minimizing the risk of this issue.
After a hard landing or crash, there is a chance that damage has occurred to the equipment. Although drones are generally durable and can survive numerous crashes, each event is unique. If the drone is not stabilizing or has a hard lean to one side, it is time to do some investigating. Do not operate the drone without first finding a solution, as more damage may occur.
A visual inspection of the bumpers and blades is usually the first place to look. In a quadcopter, the side and angle that the drone unexpectedly moves in is likely the culprit. Even small dings in the blade that look minor may be the cause. This is where it is essential to have a few spare blades on hand so you can quickly switch them out.
The bumpers can usually operate with some damage and even broken pieces; however, the hull may be the problem. You can check the hull by either removing it or changing it if there is another unit available with the same model. New foam hulls can be expensive, but most damaged hulls are easily fixed with some superglue. Though the hulls tend to take a great deal of abuse and damage, with some glue, they can still remain operational.
On some models, there is a feature to check for issues and to recalibrate the motors. If your model is equipped with this feature, a notification will appear on the app after a crash. This can serve two purposes, either recalibrating the motors to stabilize flight or indicating which prop is having the issue. If there is a problem identified with one of the blades, switch it out if there is a spare available. If no spare is present, switch the blade with the one that is diagonal. There are two types of blades on each drone, so make sure that it is the correct orientation. Swapping the blades will at least enable the identification or isolation of the problem to confirm it is a blade issue.
When issues occur, it is important to keep a cool head and just work through the problem. If it happens during class time, embrace the opportunity to turn students into problem solvers and researchers. Working with technology means that issues will undoubtedly arise, so there needs to be a solid understanding and mental preparation. If students are of the appropriate age, the problems that occur could create an important incidental learning situation.
Plan ahead for problems by having at least one spare battery, a set of props, and a tool kit if one is needed to remove the blades. This way, the resolution of issues doesn’t impact instructional time for long.
GPS models have their own set of issues, including calibration—the turning of the drone on its axis. Just note that if the screen keeps requiring you to calibrate it, you may need to try a new area to operate the drone. Although some models are designed to be used indoors without GPS, it is impossible to fly without calibration and can be frustrating for users to figure out. If this happens, just try a different location, as it may be an electromagnetic interference from the building or structure.