The CoDrone EDU is a programmable drone for learning. Code it in Python or start from the basics with block-based coding. With its color sensors, a front range sensor, a bottom range sensor, and more, it’s a great way to learn to code. The durable and safe frame, programmable lights, and access to 7 sensors make it an excellent learning tool and a great way to learn coding and engineering skills in the classroom and for competitions.
What’s included in the CoDrone EDU – Classroom 12 Pack
- 12 CoDrone EDUs
- 12 Smart Controllers
- 48 rechargeable batteries
- 24 dual-battery chargers
- 12 sets of replacement propellers (each set has 2 clockwise, 2 counter-clockwise)
- 2 set of replacement motors (each set has 2 clockwise, 2 counter-clockwise)
- 2 replacement frames
- 2-year warranty

















Amélie –
STEM teacher, Quebec
We did the first flights in the gym. A few students were hesitant to take the controls, so we started with assigned jobs and switched halfway through. That worked.
Joanne –
Grade 7 teacher, Ontario
I expected the flying to be the draw. It was, but the useful part for me was hearing students explain why they changed their code between flights.
Nisha –
Grade 8 science teacher, Alberta
My class tested how long their drones stayed in the air on different programs. They wanted to collect another round of results even after the lesson was over.
Rina –
Digital learning lead, British Columbia
We’ve had this set through two groups now. The second group got going much faster because the first one helped us figure out a sensible checkout system.
Derek –
Technology teacher, Ontario
We run 50-minute periods. The activity fits, but packing up twelve stations takes longer than I planned. I now leave the last eight minutes for it.
Colin –
Grade 6 teacher, Ontario
The students love it. I would just tell another teacher to sort out charging and storage before lesson one. We didn’t, and that first week was a bit chaotic.
Graham –
Robotics club advisor, Manitoba
The club can split up instead of building one program together. One team worked on turns while another kept trying to improve a landing.
Yasmin –
Grade 9 teacher, Ontario
A student who usually finishes the coding task and moves on spent almost the whole period adjusting one route. She wanted to know why the drone missed the marker.
Peter –
Computer science teacher, Ontario
Twelve was the right number for our lab. Two students per station, and nobody had to wait through half the period to test a change.
Rebecca –
Grade 5 teacher, Ontario
The drones gave my class a reason to keep trying when their code didn’t work the first time. Seeing a successful flight was a big moment for them.