Group items tagged

"Think back to 2005. Since the dot-com bust, there had been a steep and steady decline in undergraduate enrollments in computer science, with no end in sight. The computer science community was wringing its hands, worried about the survival of their departments on campuses. Unlike many of my colleagues, I saw a different, much rosier future for computer science. I saw that computing was going to be everywhere. I argued that the use of computational concepts, methods and tools would transform the very conduct of every discipline, profession and sector. Someone with the ability to use computation effectively would have an edge over someone without. So, I saw a great opportunity for the computer science community to teach future generations how computer scientists think. Hence "computational thinking." I must admit, I am surprised and gratified by how much progress we have made in achieving this vision: Computational thinking will be a fundamental skill used by everyone in the world by the middle of the 21st century. By fundamental, I mean as fundamental as reading, writing and arithmetic."

"Too often teachers are passive recipients of professional development rather than being active agents of their own development and change. Several recent reports have indicated that teacher professional development, as it is being implemented in most schools, is ineffective and a waste of time and money. Several studies over the past few years that have found professional development to be largely ineffective or unhelpful for teachers. Only 30 percent of teachers improve substantially with the help of district-led professional development, even though districts spend an average of $18,000 on development for each teacher per year, according to a new report. Most professional development today is ineffective. It neither changes teacher practice nor improves student learning. The hard truth is that the help most schools give their teachers isn't helping all that much. When it comes to teaching, real improvement is a lot harder to achieve-and we know much less about how to make it happen-than most of us would like to admit. (New report reveals that teacher professional development is costly and ineffective)"

"Even after teaching for a decade, Pamela Baack found herself battling the calendar as she tried to keep her students on track. She's the first to admit it wasn't easy to change the way she had been teaching for a decade. "We were always on someone else's pace, not our kids' pace," says Baack, who teaches at the Bella Romero Academy of Applied Technology, a K-8 public school in Greeley, Colorado. Most lessons were taught to the entire class, requiring Baack to constantly search for opportunities to help the students who struggled. "It was hard to differentiate, because it was hard to find the time to go back," she says. Today, students in Baack's third-grade classroom work through addition, multiplication, and division activities at their own pace. Some progress through lessons quickly, while others get the opportunities they need to relearn and practice key concepts until they are ready to move forward. Importantly, Baack says, even the students who struggle the most are at grade level. "They're still doing what every else is doing, but at a different pace," she says. "They're exposed to grade-level standards and content and will be able to move up." "

"Computational thinking is the thought processes involved in formulating a problem and expressing its solution(s) in such a way that a computer - human or machine - can effectively carry out. Informally, computational thinking describes the mental activity in formulating a problem to admit a computational solution.  The solution can be carried out by a human or machine. This latter point is important.  First, humans compute.  Second, people can learn computational thinking without a machine.  Also, computational thinking is not just about problem solving, but also about problem formulation.1 The Digital Careers organisation says that students need experience and skills in computational thinking and computer programming (coding) to be successful in their future careers.2 The NSW syllabuses provide a range of opportunities to develop students' understanding of computational thinking and coding. This guide draws out the areas where computational thinking can be applied within the existing NSW K-8 syllabuses. Like the syllabuses, it is organised into stages of learning and subdivided into learning areas, with suggested activities and links to online resources. Not all resources and activities listed in this guide refer to coding explicitly, but they do aim to develop algorithmic and computational thinking skills to better enable students and teachers to reach a coding goal."

"We have to admit, this is extremely close to how we once imagined the near future to look. However, the future has a tendency to pick strange and exciting paths that few would have predicted. We think this Corning Incorporated version of the future is just too touch heavy. Not too surprising given Corning's core business."

"Teaching students with iPads is like nothing I have ever done in the past 13 years as a teacher. Although I have been stuck in the honeymoon stage with the iPad since I got the first generation a couple of years ago, I never imagined some of the things that kids are capable of doing with iPads. I admit at first I thought that kids would just use their iPads to do a little research on the web, but they were not happy with just browsing the web, they wanted to do so much more."

"Brydon Lowey is the first to admit he doesn't care for folders, pens and paper when it comes to learning. The Grade 9 student at Miller Comprehensive High School in Regina has a new tool at his fingertips which has helped his marks skyrocket over recent months - an iPad."

"One term into the official launch of our iPad program, I thought it would be opportune to reflect on the successes, failures and everything in between. I have to admit, as a self professed, but not certified, iPad/Mac "expert" and 'All Things Apple' zealot, things haven't gone as smoothly as I'd hoped. I would like to blame it all on our proxy server, but I suspect Apple has something to do with it too."

"Teachers are always looking for ways to educate and engage. I read, observe, listen and try to integrate meaningful platforms and experiences into student learning so that my students are drawn to the event. I'm no different than any other teacher; we know that engagement matters. So with that in mind, let's talk about Minecraft. Children are crazy about it--they collaborate and create for hours. They LOVE it and want it at school. They are always talking about it, asking for it, and relaying stories about it. I've tried it a few times, and must admit I've yet to understand it well, but my son assures me that as soon as I get the hang of it I'll be hooked."

"I have to admit I originally bought the Apple Watch due to my desire to be an early adopter and explorer… BUT I soon realized that my tech accessory was ticking with unexpected benefits…"

"Admit it: you only read the list of the six levels of the Taxonomy, not the whole book that explains each level and the rationale behind the Taxonomy. Not to worry, you are not alone: this is true for most educators. But that efficiency comes with a price. Many educators have a mistaken view of the Taxonomy and the levels in it, as the following errors suggest. And arguably the greatest weakness of the Common Core Standards is to avoid being extra-careful in their use of cognitive-focused verbs, along the lines of the rationale for the Taxonomy."

"It has me thinking about my own experience with creative work. When I first got into drawing, I copied the styles of other artists. When I first got into poetry, I copied the style of my favorite poet. When I first wrote a novel, it was essentially fan fiction -- albeit at a time when no one knew that term. I have noticed similar trends among students. They often go through a phase of copying and mash-ups that occur before creating something truly original. I see this trend in art class, wood shop, in writer's workshops, and in STEM labs. So, this has me thinking about stages that I notice as students move from consumers of media to creators of media. I admit that this is not very scientific. There might be a better model out there that explains this phenomenon. However, here are seven stages I see students go through as they shift from consuming to creating: "

"Teachers have wonderful tech tools to choose from these days. I am positively jealous that many of the tools below did not exist even three years ago when I left the classroom. As the E Learning Coordinator of my division, I get to review and train others on the latest tech tools, which I have to admit, is pretty fun! All of the tech tools featured in this post are free, user friendly, and (likely) will be available on your school's network. These tools are best for students in grades 6-12 but the teacher creation tools can be used for any grade/subject level."

"I have a confession to make: I'm addicted to online quizzing games regardless of the topic or content. I get enthralled trying to outwit my Facebook friends and move up the leaderboards, spending more hours than I'll admit here trying to do so. I'm not the only one either. Millions of people share this same addiction, which got me to wondering: is there a way that teachers could tap into the quizzing craze, ideally using questions related to course content, to teach material and greater life lessons all at once?"

"Transcending beyond a make-believe world, Toontastic, by Launchpad Toys, can be a fully-functioning learning experience for your child, student or class! I have to admit that when we first looked at Toontastic we envisioned one child on a rainy summer day lazily creating a pretend world of their own on their parent's iPad. However, the more we experiment and test out this app for iPads we realize its true potential. Whether you are introducing storyline to your English/Literature students, historical documentary to your Social Studies class just "What I did on my Summer Vacation" you will find that the app brings the children's skills to life. Winner of top awards in their industry, Toontastic offers a simple venue for initiating, coordinating and presenting ideas, thoughts and imagination."

"Many students struggle with the skills of organising homework and studying for exams. There are a number of apps that have been designed specifically for these situation. Some are flashcard apps that work really well for dates and facts, others are apps that attempt to create some organisation around assignments and upcoming examinations. I must admit I tend to lean towards those apps that use a bit of fun to help students learn. So if you have a students needing that bit of extra help what apps could you suggest."

"Even if you think the buzz around "learning how to code" is overkill, you have to admit it's here to stay. Just like it's easier to learn a foreign language if you start in grade school, getting an early grasp on mark-up and programming languages such as HTML, CSS and Java ensures you'll have an idea of what makes our digital lives and devices tick, even if you don't plan on becoming a software developer."

Teaching is more like marketing than we'd care to admit. Getting to know students is a matter of asking the right questions.

Admitting to difficulties in identifying people using Web sites to spread communal hatred, the Government said it was working with social networking sites to create an institutional mechanism to prevent misuse of technology. Telecom Minister Kapil Sibal said some social networking Web sites have agreed to share user information with the Government