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STEPS offer Industrial training in Android development which provides a hands-on experience in designing and building simple to sophisticated Android apps. The training explains the philosophy of developing for android through application building sessions from experienced professionals making way to enhance your skills to suit the current industrial needs. By the end of the training, each candidate will be registered in google as an Android developer and have at least one app published in google play store in their name which provides a solid foundation to establish themselves as an Android developer. 190 hours program (Java + Android)

STEPS offer Industrial training in Android development which provides a hands-on experience in designing and building simple to sophisticated Android apps. The training explains the philosophy of developing for android through application building sessions from experienced professionals making way to enhance your skills to suit the current industrial needs. By the end of the training, each candidate will be registered in google as an Android developer and have at least one app published in google play store in their name which provides a solid foundation to establish themselves as an Android developer. 190 hours program (Java + Android)

The aim of our Software Testing training program is to impart the IT skills as well as expertise rather than just remaining with bookish information. The training modules are designed in such way to fine-tune the skills of the IT aspirants in finding and reporting differences between the actual behavior of a software product and its expected behavior in a hypercritical manner. Many of our trainees who work for STEPS as well as in the IT industry all over the world are the proof of our successful endeavor, which makes STEPS one of the best IT training center in Kerala.

The aim of our Software Testing training program is to impart the IT skills as well as expertise rather than just remaining with bookish information. The training modules are designed in such way to fine-tune the skills of the IT aspirants in finding and reporting differences between the actual behavior of a software product and its expected behavior in a hypercritical manner. Many of our trainees who work for STEPS as well as in the IT industry all over the world are the proof of our successful endeavor, which makes STEPS one of the best IT training center in Kerala.

Infographics can change the way we learn, the way we see information put in front of us. They help us digest that information and leads us to draw important conclusions more swiftly. After doing a little research online I was able to discover 10 gorgeous infographics on education that do more than simply show information, they relay it in a really potent and amazing way.

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Mere substitution is not going to help our learners maximise the affordances of technology. The challenge is to find ways by which technology can enhance learning. We can be certain that technology is not going to go away and that those who maximise the affordances that it brings are likely to gain the most from it. 

Teaching is undoubtedly a busy profession and one where the end of the to do list seems to be forever located in a galaxy far far away. There is always more to be done and as each item on the list is ticked off, three, four or more seem to have appeared. If we ever do get close to the end, we find ourselves reflecting on what we have achieved and the many ways in which it might be improved. 

The shift away from teaching for the rote memorisation of prescribed methods requires teachers to rethink their approach to the discipline. With this new pedagogy comes a need to understand the processes of mathematical thinking in ways not previously required. When we require our students to be able to reason and problem-solve through unique challenges we also require our teachers to have an understanding of the mathematical moves that their learners are likely to call upon.

The frog in the pot of boiling water in An Inconvenient Truth is a cinematic moment that has the desired effect. It is one of the moments from the film that the audience remembers long after the credits roll. I have often thought about how this metaphor applies to change and particularly the way that change operates in schools.

We ask lots of questions as we plan for our student's learning. Some of the questions we ask are about where they are with their learning. But perhaps we miss one important question along the way. Maybe we should be asking questions about how our students will apply what they learn? 

This traditional pedagogy results in students developing a negative attitude towards mathematics. Many develop a mathematical phobia and believe that they are not a "maths person". When confronted by challenging mathematics they retreat and have no or only poor strategies with which to approach new ideas. This all leads to a decline in the number of students pursuing mathematical learning beyond the years where it is compulsory. Fortunately there is a growing body of research that shows there is a better way. 

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Traditional methods of teaching maths have more in common with how we programme a computer that what we might do if we wanted to engage our students in mathematical thinking. We shouldn't be overly surprised then when our students consider mathematics to be all about learning a set of rules that they need to apply in the right order so as to output the correct response. But is there a better way?

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Next week is set to be an exciting week of learning and sharing as teachers from across the globe make their way to Miami for the International Conference on Thinking (ICOT). 

Learning should always be an active process and a two-way partnership between teaching and learning. In essence, learning and its counterpart exist as a vibrant dialogue between individuals whose role in the relationship is continually transformative. I'd like to explore this thinking further.

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An important part of the role of any educator is that of planning learning sequences. Perhaps you are tasked with designing curriculum or more likely you are translating a mandatory curriculum into workable units of learning. The task is complex and there are multiple arrangements. The goal is to design units that connect students with learning in ways that are meaningful and relevant. A well-designed unit of learning fits seamlessly alongside other learning opportunities and the overall sequence of learning should match the learners developing expertise. As we plan units of learning we must consider a great variety of factors which impact the learning we design. Our knowledge of our students and where they are with their learning is crucial and a strong place to start. We also need to know what it is we are required to teach and have a grab bag of pedagogical moves that bring this content alive.