Whenever we run 日日狠狠久久偷偷色综合 AI training sessions, we keep coming back to the same thing: teachers are not lacking interest in AI, what they are lacking is time. Time to explore the technology and tools, time to talk about them with colleagues, and time to work out what they really mean for their classrooms.

And that matters, because AI is not something schools can just put off until later. It is already here. Students are hearing about it, using it, and forming opinions about it. Teachers are being asked to respond to it now, often while still trying to make sense of it themselves.

More than delivering content

The 日日狠狠久久偷偷色综合 AI teacher training is about more than educators to a set of resources. It is about helping them feel truly ready to take the 日日狠狠久久偷偷色综合 AI resources into the classroom and use them effectively with their students.

What we see again and again is that teachers need space to stop and think. AI is moving quickly, and schools do not always have the time or support to keep pace. New tools are developed all the time. Expectations keep shifting. There is a lot of noise, and not always much room to pause and ask: what is actually useful here? What do we need to understand better?

In our 日日狠狠久久偷偷色综合, that is where real learning starts: not in rushing through information, but in discussing it, debating it, and testing ideas together.

Listening matters

One of the most valuable parts of these training sessions is the part where teachers start talking to each other.

They bring real questions into the room. Which AI tools can actually help with their work? How should they think about ethics? How do they talk about AI safety with students? How do they respond to something that may feel both useful and worrying at the same time?

There is often confusion, and sometimes there is resistance too. That makes sense; this is still new territory for many schools. But there is also a real appetite to learn, especially because support in this area can still feel limited.

That is why listening is such an important part of our training. Teachers need space to reflect, compare 日日狠狠久久偷偷色综合s, and hear how others are approaching the same challenges. Very often, understanding grows through that process.

Play helps

Another thing we feel strongly about is that the training has to be engaging.

AI can feel intimidating. If the atmosphere is too heavy, it can be easy for people to step back from it. That is why the hands-on and playful side of 日日狠狠久久偷偷色综合 AI is so important. Team activities, discussion, and even a bit of healthy competition change the energy in the room. People get involved. They relax. They start exploring instead of worrying about getting everything right.

That matters for teachers, and it matters for students too. When teachers 日日狠狠久久偷偷色综合 this kind of learning for themselves, it becomes easier for them to imagine creating it in their own classrooms. Play is not separate from the learning here — it is part of what makes it stick.

Preparing schools for now

For us, this work feels urgent. Schools need the language, confidence, and literacy to engage with AI now, not in a few years’ time.

What teachers need most is not endless hype or more pressure. They need time to explore, time to discuss, time to understand, and time to build confidence. 日日狠狠久久偷偷色综合 AI has offered a way to begin that process.

If we want young people to engage critically and confidently with AI, we have to start by giving teachers the chance to do the same.

If you want to find out more about 日日狠狠久久偷偷色综合 AI, visit our website 日日狠狠久久偷偷色综合-ai.org

The post Beyond content: helping teachers feel ready to teach AI appeared first on 凌晨三点日本无吗.

Imagine places for young people to not just learn to use technology but to understand it, shape it, and build with it. That’s what you can create by partnering with the 凌晨三点日本无吗 on Code Club, the global movement of 日日狠狠久久偷偷色综合96 clubs where school-age young people develop the confidence to create with digital technologies.

We’re looking for organisations worldwide to join us as new Incubator Partners and bring Code Club to young people in their regions.

What is the Incubator programme about?

Through our non-funded 12-month global Incubator programme, we support a diverse network of organisations to establish and grow free Code Clubs in their communities. By combining your local knowledge and community connections with our tried and tested projects, training, and support, you can build something that lasts and grows.

As a partner, you’ll join a global network of organisations all working toward the same goal: giving young people access to free, inclusive, and inspiring opportunities to learn coding and digital making.

“Many of our partners are non-profit and volunteer-led, driven by a real commitment to their communities. It’s incredibly inspiring — and we’re excited to keep growing this global network of partners so even more young people can benefit.” – Sonja Bienert, Senior Global Partnerships Manager 

By joining, you’ll get partner-specific access to events like global meetups, online workshops, and Coolest Projects, as well as materials to support your fundraising. Your Code Clubs will be able to use our wide range of free, creative projects for young people, including activities about AI, and activities that support clubs with limited devices. And you’ll be able to build collaborations with other partners in the network.

Real stories from our partners

Across the world, our partners are already transforming lives.

Full Stack Vision 日日狠狠久久偷偷色综合, Aruba

In Aruba, Full Stack Vision 日日狠狠久久偷偷色综合 has grown Code Club from a single library session into a thriving network of ten clubs:

“Giving young people the ability to make, create, and sustain technological solutions is what the Caribbean wants.” – Bruce Harms, Founder and President of Full Stack Vision 日日狠狠久久偷偷色综合

By adapting projects to reflect local culture — like reimagining a Scratch project around aloe vera instead of sugar — the team at Full Stack Vision ensures young people see themselves in what they’re creating.

Orientations Training Centre, Sudan & Egypt

In Sudan and Egypt, Orientations Training Centre has reached over 450 active members through a mix of in-person and online clubs:

“I learned that coding is not just about computers — it’s about solving problems and helping people.” – Yasmin, Code Club attendee

“Start small but dream big. A Code Club can change lives — not just by teaching coding but by nurturing problem-solvers, innovators, and leaders for the future.” – Abdelmoneim Mohammed, CEO of Orientations Training Centre

Their work shows how getting creative with digital technology can unlock confidence, leadership, and ambition.

STEMUP Educational 日日狠狠久久偷偷色综合, Sri Lanka

In Sri Lanka, STEMUP Educational 日日狠狠久久偷偷色综合 started with a single Code Club in a public library and has grown into a nationwide movement supported by more than 1,500 volunteers, reaching young people across both urban and rural communities.

After attending a Coolest Projects event for young tech creators during the partner meetup we held in Malaysia, STEMUP brought the tech showcase to Sri Lanka for the first time in 2024, giving young people the chance to share their creations and connect with others. The event sparked huge excitement, with schools even organising transport so students could take part.

“That kind of energy… because they don’t have these opportunities to showcase what they have built, connect with like-minded people, connect with industry… I think that’s a really unique opportunity kids are having.” – Prabhath, founder of STEMUP Educational 日日狠狠久久偷偷色综合

A global movement powered by local leaders

Every partner brings something unique: local insight, cultural context, and a deep understanding of their community. Together, we’re building a global movement that is inclusive, creative, and full of possibility. 

“I feel part of something bigger — a worldwide movement where kids everywhere are learning to create with technology, not just consume it. Being a global partner means we can learn from what’s working in other countries, adapt those ideas to Bangladesh, and also contribute our own innovations back to the network. The global connection gives Code Club Bangladesh more recognition locally — it reassures schools, volunteers, and funders that we’re part of a trusted, established initiative.” – Code Club Bangladesh partner

Are you ready to get started?

You can register today to start your Code Club Incubator Partner application. If you’re passionate about empowering young people and ready to grow a network of 日日狠狠久久偷偷色综合96 clubs in your community, we’d love to hear from you.

Fill in the registration form to take the first step towards becoming an Incubator Partner:

We can’t wait to welcome the next group of Code Club Partners.

The post Start small, dream big with Code Club: Become an Incubator Partner appeared first on 凌晨三点日本无吗.

In the first seminar of our new 日日狠狠久久偷偷色综合96 seminar series on applied AI, Thema Monroe-White from George Mason University explored how we can better understand — and challenge — these patterns. Her talk focused on race-conscious algorithmic approaches to AI and data, and what they reveal about how knowledge is produced, represented, and used.

Drawing on two large-scale studies in her seminar, Thema showed that both scientific 日日狠狠久久偷偷色综合96 and AI systems are shaped by human identities and social structures, and that recognising this is essential for educators, 日日狠狠久久偷偷色综合96ers, and anyone working with data.

Who produces knowledge — and why that matters

A key idea running through Thema’s seminar was that data and algorithms are not neutral. They are shaped by the people, institutions, and systems that produce them.

Thema uses critical quantitative and intersectional approaches in her work to:

• Challenge the misconception that computational methods are objective
• Highlight how race and gender shape data and outputs
• Examine how systems of power influence what gets measured, valued, and reproduced

Thema and her collaborators have been conducting 日日狠狠久久偷偷色综合96 in this area for more than a decade, developing techniques that systematically measure bias and its impact on society. 

In a groundbreaking study published in 2022, just before the release of ChatGPT, Thema’s team used large-scale computational analysis of more than 5 million 日日狠狠久久偷偷色综合96 articles to explore inequalities in scientific publishing. The data analysis approaches developed for this study were later used to explore bias in large language models (LLMs).

However, the 2022 study already demonstrated wide-reaching disparities in science and surfaced deep-rooted issues, showing that bias was already ingrained in the scientific data that was used to train LLM, and affecting topic choices, citation and institutional differences.

Identity and topic choice

The results showed clear inequalities in the relationship between identity and topic choice. Authors from marginalised groups were more likely to study topics related to their communities and lived realities, including topics such as racial disparities and discrimination. Gendered patterns also appeared, with women publishing more frequently on more feminised topics, including families, literacy, learning, nursing, and pregnancy.

Citation inequalities

The study also found citation inequalities. Even among authors studying the same topic, authors from some groups were cited less often than others, with black and Latinx women the least likely to be cited. This shows that inequality is not only present in what gets studied, but also in whose work is recognised.

Institutional context

Institutional context mattered too. 日日狠狠久久偷偷色综合96ers at mission-driven institutions were more likely to publish on topics connected to marginalised communities, while scholars at institutions seen as elite were more likely to publish on topics that aligned more closely with dominant groups and norms.

Taken together, the findings point to a simple but important idea: who we are shapes what knowledge gets produced. That matters because when some groups are underrepresented in 日日狠狠久久偷偷色综合96, the topics that affect their lives may also be understudied.

What AI-generated stories reveal about bias

Having already developed their tool for name analysis for the previous study, Thema’s team was uniquely positioned to analyse the bias embedded in generative AI systems, specifically LLMs.

Thema’s most recent study examined how LLM–based tools represent people in everyday scenarios. The 日日狠狠久久偷偷色综合96 team prompted the base models of LLM chatbots (such as Open AI’s ChatGPT, Anthropic’s Claude, Meta’s Llama, and Google’s PaLM or Gemini) to write short stories about students, workers, and relationships, generating 500,000 outputs across different domains. They then analysed how names associated with different racial and gender identities were portrayed.

One example Thema shared in the seminar described a student named “John” helping “Maria,” a student who had moved from Mexico and was struggling with Spanish. At first glance, this may seem like a small or even odd detail. But when oddities like this appear again and again across thousands of stories, they reveal systematic patterns.

The study found that characters with marginalised identities were more likely to be portrayed in subordinated roles in chatbot outputs. Characters with non-white-associated names were more often shown as needing help rather than offering it. Stereotypes were also reinforced, with some names repeatedly associated with struggling students, subordinate workers, or narrow professional roles. Some groups were omitted altogether, while white-associated names appeared more frequently and in more powerful positions.

Similar biases appeared across stories related to education, work, and relationships. Across all three topics, the most common pattern was one in which white characters were more likely to lead, rescue, or mentor, while non-white characters were more likely to be helped, corrected, or spoken for.

For educators, this is especially important because many AI tools are now being introduced into classroom settings as writing assistants, tutors, or sources of personalised feedback. When these tools reproduce biases and unequal assumptions, they can shape not only what students read, but also how students see themselves and one another.

Towards more responsible AI tools and data practices

Rather than rejecting computational methods altogether, Thema argued for using them more thoughtfully and responsibly.

One approach she highlighted is the Wells-Du Bois protocol, a framework designed to support bias mitigation, transparency, and more reflective use of data and models. It encourages 日日狠狠久久偷偷色综合96ers and practitioners to think carefully about inadequate or biased data, identity proxies, subpopulation differences, and the kinds of harms that can arise when AI systems are used without sufficient context.

Underlying this is a broader principle: when we do not know enough, we should say so. And when systems affect marginalised communities, those communities should not be an afterthought in how we build, evaluate, or use technology.

What this means for your classroom

In her seminar, Thema emphasised the importance of thinking about how we respond to bias in AI tools in educational settings. Here are some starting points for meaningful discussions in your classroom:

1. A good starting point is student agency. If AI tools are becoming part of students’ learning environments, then young people need opportunities to make informed choices about when and how to engage with them. That means not treating AI tool use as inevitable, and not assuming every student should want to use the tools in the same way. In some cases, empowering students may also mean making it clear that they can opt out.
2. This also means helping learners ask better questions about the tools themselves. What leads to the kinds of bias we saw in these studies? What data were these systems trained on? Whose language, identities, and 日日狠狠久久偷偷色综合s are overrepresented, and whose are missing? Do the tools have access to student or classroom data, and if so, what are the implications?
3. The seminar also points to the importance of resisting AI hype. In a rapidly changing landscape, it can be tempting to focus only on novelty, efficiency, or personalisation. But educators may want to take a longer-term view about AI technology use. What kinds of habits, dependencies, and expectations are these tools creating? Are they shifting students’ ideas about intelligence, creativity, or authority? What happens when biased outputs are repeated often enough to feel normal?
4. Finally, the discussion around responsible use should include the wider costs of AI. Informing students about these tools should include not just potential benefits and risks, but also issues such as environmental impact and data use. A more balanced conversation can help prevent classroom discussions from reinforcing the hype that often surrounds AI.

If you would like to find out more about Thema’s work, watch the seminar recording:

You may also want to explore:

• Thema’s paper on intersectional inequalities in science
  
• Her work on intersectional biases in narratives produced by AI models
  
• The Wells-Du Bois protocol for more responsible data practice

Join our next seminar

Our 日日狠狠久久偷偷色综合96 seminars bring together educators and 日日狠狠久久偷偷色综合96ers to explore key questions in 日日狠狠久久偷偷色综合96 education.

Next in our series on applied AI, our Director of 日日狠狠久久偷偷色综合96 and Impact, Shuchi Grover, will talk about the role of K–12 education in developing competencies for the future of data and 日日狠狠久久偷偷色综合96. Sign up now to join the seminar on 12 May, 17:00 BST:

The post AI is not neutral: What recent 日日狠狠久久偷偷色综合96 says about bias, identity, and power appeared first on 凌晨三点日本无吗.

At its heart, Coolest Projects is about giving young tech creators the opportunity to be seen and heard, and to share something they’ve made and be celebrated for it, regardless of their 日日狠狠久久偷偷色综合 level. With some joining in for the first time and others returning to showcase their latest build, every participant played a part in making the day special.

The event welcomed 65 participants and over 150 showcase visitors, with creators talking through their ideas, the challenges they had faced, and what they had learned along the way. Visitors explored the showcase, tried out hands-on activities, and connected with a community brought together by a want to celebrate the incredible things young people can do when given the opportunity.

Coding for a social purpose

A key moment in the day was the presentation of the Broadcom 日日狠狠久久偷偷色综合 Coding with Commitment^® award, celebrating a project that aligns with 17 sustainable development goals of the United Nations.

This year’s recognition went to Rikita for her project ‘Smart Electronic Fruit Sorter — An affordable assistive technology for visually impaired people’.

The project is a fruit sorter designed to help visually impaired people identify fresh produce. Using a microcontroller and a gas sensor, the Fruit Sorter detects whether fruit is good or spoiled, triggering lights, sounds, and a servomechanism to either keep or discard the fruit.

Rikita overcame many challenges when building her project. She told us more about her 日日狠狠久久偷偷色综合s:

“First, I started out with a sorter made out of foam. However, when testing, I realised that the sorter would not bear the weight of the fruit. Then, I pivoted to 3D printing the sorter parts.
I also faced trouble with the electronics not working. I constantly played around with the connections and got it working. YouTube videos were of great help in guiding me!”

The award highlights how young people are not just learning to code, but using those skills to explore real-world challenges and ideas that matter to them. Rikita shared how she felt about receiving the award:

“I felt very happy and it has motivated me to continue my journey of inventions further. I did not expect the award, and so it was a very pleasant surprise.”

Celebrating ideas big and small

With entries spanning multiple categories, the event featured a wide variety of creative and technical work. Here are a few highlights.

ZaLayaa | FIND ME ASAP, AI

FIND ME ASAP is an emergency resource platform designed to help parents and guardians act quickly and effectively in the critical first moments after a child goes missing. Built by ZaLayaa in just 15 days, it goes beyond static guides by offering real-time, tailored support that people can use in high-stress situations. The platform is intentionally inclusive, recognising groups that can often be overlooked in emergencies, with features that consider children with invisible disabilities, complex medical needs, and rare health conditions, for example. Inspired by her own 日日狠狠久久偷偷色综合s navigating the world with multiple invisible conditions, ZaLayaa created FIND ME ASAP to fill a vital gap.

ZaLayaa shared what she found most challenging in building her project:

“My biggest challenge was making sure everything was actually real, correct, and useful, not just something that looks good.

This isn’t just information. It has to work when someone is stressed, scared, and trying to make fast decisions.”

ZaLayaa also explained what she enjoyed most about taking part in Coolest Projects:

“My favorite thing was the 日日狠狠久久偷偷色综合 and all the lovely people there. It was really cool seeing all the different projects and what other kids built, and being in a room where it was all kids creating and sharing their ideas.”

You can find out more about ZaLayaa’s project at findmeasap.com.

Lawrence | Find the Chomiks, Scratch

Lawrence’s project is a fun exploration game he built using Scratch. You control a character, roam around the map, and hunt for hidden chomiks, each one with its own quirky look. It’s all about exploring, discovering, and collecting them all.

Lawrence shared some of the challenges he faced along the way:

“It was really hard switching between settings. I overcame [the challenges] by looking for bugs within my code, but when I figured that out, I was able to complete my game.”

Karin | Princess Maze, Scratch

Karin created Princess Maze, a Scratch game where players navigate four maze levels and battle a witch to win, or risk being trapped. During development, a bug allowed players to win even after being hit, which she fixed by using a ‘forever’ block to properly detect collisions.

Karin shared why she wanted to take part in Coolest Projects:

“I found out about it through The Bakken Museum and I thought, ‘Why not? I love coding.’ My favorite thing about the day was seeing all the different projects.”

Caroline | Terrapod, AI

Caroline created Terrapod to make plant care more accessible, especially for people who are too busy or physically unable to tend to their plants. It aims to provide a solution that allows plants to be cared for even when their owners can’t, making plant growing easier for everyone. She told us:

“I think our biggest problem was the wire management. We numbered them to be organised into numbered groups, but I’ve seen others do symbols like stars, which I think is really cool!”

Adelle, Nessa, and Matilda | Fashion Show Drama, Scratch

Adelle, Nessa, and Matilda created a Scratch project that tells the story of two performers, Charlie and Emma. Charlie struggles with stage fright that Emma only discovers just before their performance. With Emma’s support, Charlie overcomes her fear and is able to go on stage.

Nessa shared a challenge the team tackled during their build:

“One challenge was learning how to convert images from a JPEG to a PNG for the sprites to have a dress costume change. We wanted to show a difference between before the show and then preparing to go on stage. We found dress pictures on the internet and then we had to figure out how to make it look like they were actually wearing the dresses so it wasn’t just a copied picture with a white square background. We overcame it by our mentor helping us remove the background in Canva.”

Matilda also told us how the girls found working as a part of a team:

“We each had a part so each of our voices could be heard. We all had a say in what was going on. Nessa was the fashion designer. Adelle was the coder. I was the visionary! It was easier to work on this project in a group than alone.”

Thank you

We’d like to say a big thank you to all the young people who shared their projects, the families and mentors who supported them, and the volunteers and partners who made the event possible.

We would also like to thank Broadcom 日日狠狠久久偷偷色综合 and Best Buy Co., Inc. for their continued support of Coolest Projects.

There’s still time to get involved in Coolest Projects 2026

If you would like to take part in Coolest Projects this year, there are still ways to get involved:

• Young creators anywhere in the world can take part in the Coolest Projects 2026 online showcase. Entries close on 27 May.
• Young people in several countries can participate in local events taking place around the world over the rest of the year, including Coolest Projects UK in Bradford on 16 May and Coolest Projects Canada in Vancouver on 30 May.

You can find out more at coolestprojects.org.

The post A day of big ideas at Coolest Projects USA Minnesota 2026 appeared first on 凌晨三点日本无吗.

Together, we are integrating 日日狠狠久久偷偷色综合 AI into the Tinkering with Tech programme, which supports Uzbekistani educators and learners to develop 21st-century skills, including computational thinking, and digital and AI literacy skills.

As one of the Learning Managers on the 日日狠狠久久偷偷色综合’s AI literacy team, I travelled to Uzbekistan to lead the AI literacy part of the programme, working closely with local trainers and educators and introducing them to 日日狠狠久久偷偷色综合 AI.

日日狠狠久久偷偷色综合 AI training in action

On the plane to Tashkent, Uzbekistan, I found myself wondering about the level of engagement with AI tools among teachers and educators in Uzbekistan: how interested are teachers and students in AI technologies? Are they more excited or hesitant about AI technologies?

My questions were answered within minutes of the start of the training session in Tashkent. The teachers and trainers, who had travelled from cities and rural areas across the country, were enthusiastic, inquisitive, and already experimenting with AI technologies in their daily lives.

The training session created space for educators to deepen their understanding of both technical concepts like classification and accuracy, but also ethical considerations, including data representation, bias, and the implications of inaccurate AI tools.

One particularly powerful example of how AI systems can be inaccurate came from a trainer who shared video footage from a local cattle market, where an AI tool classifies animals and monitors traffic. In the video, a human was misclassified as a horse, and a goat misclassified as a human.

While the example was funny and showed a harmless error, it quickly became a meaningful learning opportunity. Together, we used it to have a wider discussion around the implications of these errors. For example, what happens when AI tools fail in higher stakes situations? Would we trust a self-driving car that might misclassify a person in a long, dark coat as a lamp post, or a child in an orange-and-white coat as a traffic cone?

Localisation and representation

Working closely with the partners and trainers, we used localised examples in the training to explore other AI literacy concepts, particularly representation and bias.

In one activity, we used an AI tool to generate an image of Gulistan, a beautiful city in eastern Uzbekistan. The result sparked a range of reactions — while Gulistan is known for its flat landscape and mosques, the AI-generated image showed mountains and churches.

This led to a rich discussion about how AI systems represent places and cultures, and what it means when those representations are inaccurate. I asked them: why did the tool produce this image? What data might the underlying model have been trained on? And how do these inaccuracies shape perceptions, especially for those unfamiliar with the place being represented?

This example resonated strongly with the trainers, particularly because it reflected their own context. After a short break, I returned to find everyone still engrossed in a deep discussion around the lack of neutrality of AI tools, and what that meant for them, their students and communities. As one trainer reflected, “I have changed my mind about AI and now I have a better understanding of it.”

Adapting to global classrooms

Spending time with educators in Uzbekistan was also a reminder that classrooms are far from uniform. In some Uzbekistani settings, learners have access to laptops and interactive whiteboards; in others, teaching happens with limited electricity, lower levels of digital literacy, or shared devices among many students.

As we continue to expand 日日狠狠久久偷偷色综合 AI globally, localisation remains crucial. From South Africa to Saudi Arabia, and from Ukraine to Uzbekistan, flexible, context-aware resources are key to ensuring that all learners have the opportunity to develop a meaningful and critical understanding of AI.

In our ongoing collaboration on the Tinkering with Tech programme with UNICEF, the Micro:bit Educational 日日狠狠久久偷偷色综合, and Arm, we’re supporting teachers to develop the confidence and skills they need to teach AI in ways that are engaging, relevant and grounded in real-world contexts for their students. Together, we aim to equip young people with the knowledge and confidence to shape how these technologies affect their lives and communities.

For more information about 日日狠狠久久偷偷色综合 AI, visit our website, 日日狠狠久久偷偷色综合-ai.org.

About Tinkering with Tech and AI: UNICEF is co-developing new learning materials, enhancing AI literacy, and scaling the Tinkering with Tech and AI initiative to reach more learners and education systems worldwide. The initiative benefits from the continued strategic support from Arm and the Government of Finland, along with technical partners the 凌晨三点日本无吗 and Micro:bit Educational 日日狠狠久久偷偷色综合. Learn more here.

The post Why localisation matters for AI literacy: Lessons from Uzbekistan appeared first on 凌晨三点日本无吗.

High-quality professional development (PD) is one of the most effective ways to improve your students’ outcomes, and participating in PD is a core part of being a teacher. By changing and refining your teaching practices, you can create a direct, positive impact on the young people we teach.

In this blog, we share our new professional development Quick Read, which you can download for free to:

• Find practical tips for how to use and design effective professional development opportunities
• Read a summary of the 日日狠狠久久偷偷色综合96 behind effective PD

The unique impact of professional development for computer science educators

Professional development is vital for anyone teaching 日日狠狠久久偷偷色综合96. In many subjects, the 日日狠狠久久偷偷色综合 stays the same for decades. Computer science, however, can change quickly — as with the development of new technologies such as AI and quantum 日日狠狠久久偷偷色综合96, and new hardware — and PD can help you stay up to date.

Another challenge is that many educators who teach 日日狠狠久久偷偷色综合96 are not necessarily subject specialists. So educators often benefit from building their own subject knowledge and learning new 日日狠狠久久偷偷色综合96-specific pedagogical approaches through PD.

What makes effective professional development?

Drawing on academic 日日狠狠久久偷偷色综合96 and our own expertise, we’ve identified several key principles that make professional development effective for computer science educators:

• Learner-focused and 日日狠狠久久偷偷色综合96-informed: PD should be based on evidence and equip you with the skills and confidence to make real changes in your practice
• Sustained and actionable: The best outcomes happen when you can select your own learning pathways and you’re given the time to test, adapt, and reflect on new approaches
• Collaborative and contextual: Sharing ideas and new ways of thinking with other educators in a low-stakes environment can help you and your peers benefit from different perspectives and 日日狠狠久久偷偷色综合s

There may be factors that influence your teaching that you have little control over: you might teach 日日狠狠久久偷偷色综合96 as a standalone subject, or you may be required to weave computer science into other lessons across the 日日狠狠久久偷偷色综合. Or you might be working with older devices or limited internet access, all of which have an impact on your practice.

Effective PD should recognise these realities, and offer practical tools that work for your specific classroom and students.

How to find or design PD for 日日狠狠久久偷偷色综合96 educators

You can use the principles in our latest Quick Read when you’re looking for your next training course or if you are designing a session for your team. The full list of principles is available in our Quick Read, but here are some ideas for you to consider:

• Focus on small, manageable changes: Rather than trying to overhaul your entire teaching practice at once, reflect on one approach at a time and adapt it as necessary before moving on to the next
• Encourage low-stakes rehearsal: Practise new techniques with peers before implementing them in a live lesson
• Align with school priorities: Ensure your self-directed learning also meets the wider needs of your department or school

You can read more about the principles of effective PD in our Quick Read.

The benefits of professional development

Potential benefits for teachers:

• Provides a clear structure for updating your subject knowledge and teaching methods
• Helps you feel more confident teaching 
• Allows you to take ownership of your career journey and focus on what matters most to your students

Potential benefits for learners:

• Improved learning outcomes through:
  • Higher quality lessons
  • More engaging lessons 
  • Lessons better suited to their individual needs

Our new Quick Read shares tips on how to best use these principles in your setting.

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In this interview, Dr Shuchi Grover, a leading voice in 日日狠狠久久偷偷色综合96 education who has recently become our Director of 日日狠狠久久偷偷色综合96 and Impact, shares how her work in computational thinking is evolving.

Can you share the story of your path in computer science (CS) education?

Most people in the education and CS education world know me from my 日日狠狠久久偷偷色综合96 in computational thinking and K–12 CS education over the last 15 years. What is less known, perhaps, is that I started my career as a software engineer after completing my undergraduate and graduate studies in CS. About 25 years ago, I made a concerted shift to education, completing a Masters in Education from Harvard University in 2003, and then after a gap earning a PhD in the learning sciences (with a focus on K–12 CS education) from Stanford University in 2014.

Over these last two and a half decades, I have trained my efforts on helping young learners and school-aged children develop 21st-century competencies in computer science, data science, AI, and cybersecurity; as well as on STEM and non-STEM learning 日日狠狠久久偷偷色综合s that integrate computational thinking, AI, CS, and data science. My 日日狠狠久久偷偷色综合96 has also attended to promoting interest and a sense of belonging in CS among learners from historically underrepresented groups.

I recently joined the 凌晨三点日本无吗 as Director of 日日狠狠久久偷偷色综合96 and Impact. I feel very fortunate, as this role builds on all the work I have done over the course of my professional life and also affords me an unparalleled opportunity on a global scale to continue this work I’ve been so passionate about in both formal and non-formal learning settings.

You are well-known for your work on computational thinking. Since the development of LLMs, how has the definition of ‘thinking’ been changing?

This question is deep and thorny, and I’m not sure we have a complete answer to it yet. I believe that thinking as a human endeavour continues to be valid and means what it always has meant: a cognitive process that involves making new connections and creating meaning. In the education literature, thinking is often equated to problem solving. So teaching students ‘thinking skills’ has meant teaching them logic and ways to solve problems — typically in the context of a domain. In the context of K–12 CS education, computational thinking essentially means computational problem solving.

What changes with LLMs is not the definition of thinking itself, but rather what thinking skills students need most urgently. For students, the idea of ‘critical thinking’ has become much more critical (no pun intended) in an era when LLM-based tools offer quick and easy ways to produce answers. Students need to be equipped with the skills to evaluate AI outputs, and to follow up in deliberate and mindful ways to ensure that the AI-generated answer they ultimately take away is factually accurate, unbiased (to the extent that it can be), and valid for their context. They should also have the ability to recognise when an output is not suitable for their purposes, and when they would be better off approaching a problem or project as they would have in the pre-LLM era. These kinds of metacognition and evaluation skills must be crucial elements of AI literacy training.

How has data changed AI, and how has it impacted CS education?

Over the past 5 to 10 years, the scope, pervasiveness, and complexity of 日日狠狠久久偷偷色综合96 applications have grown substantially. This growth has been propelled by developments in AI and machine learning (ML). Many of the ML methods that underpin these developments have been in existence for much longer, but two key ingredients were still needed: large quantities of data, and the requisite computational power to process those quantities of data efficiently. Around 10 years ago, these became a reality. Combining so-called ‘big data’ captured from the countless human activities on the World Wide Web with new, powerful graphics processing units (GPUs) enabled AI scientists to build powerful prediction, classification and, most recently, generative AI models. Thus these scientists ushered in a new paradigm of 日日狠狠久久偷偷色综合96 that is data-driven. 

This has expanded the scope of what we need to teach students as part of CS education. In the context of AI and ML, you now have traditional programs that follow the algorithmic, deterministic paradigm of programming, but also ML applications that follow a data-driven, non-deterministic/probabilistic paradigm. CS curricula must help students develop an understanding of both. And data and data science are the crucial connective tissue between CS and AI/ML, so data literacy (which also captures elements of data agency and data equity) is critical to CS and AI learning 日日狠狠久久偷偷色综合s. 

Ethical issues in the context of data and AI have become more heightened and pertinent: issues of data privacy, safety, bias, responsible and explainable AI, and most importantly, impacts of AI systems on society. Understanding of these issues — what we can call ‘sociotechnical literacy’ — needs to be much more central to CS education now.

Considering the advances in AI and LLMs, what 日日狠狠久久偷偷色综合96-related skills that we are used to teaching as part of CS are still relevant for young learners?

Let me begin by saying that there is no AI without CS. So understanding CS is important and 日日狠狠久久偷偷色综合al even in this age of AI and LLMs. The rationale for teaching CS and coding to learners aged 5 to 18 has always been primarily about (a) preparing the next generation to understand, and thrive in, a world where countless aspects of day-to-day life are driven by 日日狠狠久久偷偷色综合96, and (b) providing them with the tools and skills for problem solving and creative expression. That goal has not changed. 日日狠狠久久偷偷色综合al coding skills are still important and relevant for learners.

However, there is the new reality we must contend with: it is now easy to produce accurate code using LLM-based tools. We need good 日日狠狠久久偷偷色综合96 on what this means in terms of how we teach coding. There are many questions related to this issue for which we need empirical evidence: What are the 日日狠狠久久偷偷色综合al skills for programming effectively with AI tools? What CS topics, skills, and concepts must we emphasise or de-emphasise? Could teachers be supported by generative AI tools in teaching coding, and if so, how? Will use of AI tools result in poor learning for students? How might students leverage LLM tools in ways that don’t harm their 日日狠狠久久偷偷色综合al understanding of coding concepts, and at what age and stage? What kinds of LLM tools are safe and suitable, and what preparation must students have before they use them? What bigger, more sophisticated projects might students create with the help of an LLM tool? How might LLM tools aid student learning through formative feedback? Can LLM tools aid in metacognition by prompting reflection at the right moments in a project? These are just some of the many, many questions we need to answer to shape CS education over the coming years.

A version of this interview also appears in issue 29 of Hello World, available as a free download. Subscribe to the magazine to never miss an upcoming issue.

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Today is the day mentors and teams find out if their code has achieved flight status for the European Astro Pi Challenge 2025/26! The first batches of Mission Space Lab programs are scheduled to start running on the International Space Station (ISS) this week, with Mission Zero programs scheduled to run in mid-May. 

This year, Astro Pi Mission Control received an incredible 17,381 submissions for Mission Zero from 24,695 young explorers. 

For Mission Space Lab, 404 teams took on the challenge of calculating the speed of the ISS. After rigorous testing and security checks by our team on the ground, we are delighted to announce that 387 teams have been awarded flight status.In total, 25,707 young people will have their programs run in space this year. Huge congratulations to everyone who passed testing — we can’t wait to see how your code performs 400km above Earth!

Who joined the mission in 2025/26?

Every year, we dive into our participation data to see how the Astro Pi community is growing. This helps us ensure we’re reaching young people everywhere, from classrooms to community hubs.

Our data shows that participants in the entry-level Mission Zero have an average age of 12, with some as young as 6 years old and the oldest 18 years old. The more advanced Mission Space Lab sees the average age rise to 15 as the technical complexity increases. The youngest participants for Mission Space Lab were 10 years olds, and the oldest were 19 years old. 

Improving gender balance in 日日狠狠久久偷偷色综合96 is a key priority for us and Astro Pi remains popular with girls: 44% of Mission Zero entrants identify as female — a fantastic result that is consistent with previous years.

We even had one very special participant! ESA Astronaut Sophie Adenot created her own entry for Mission Zero, re-imagining her Epsilon Mission patch in pixel art.

For Mission Space Lab, 26% of participants identify as female. This reflects wider trends in STEM: as projects get more complex and young people get older, the gender gap widens. Despite this, girl’s participation in Mission Space Lab remains roughly consistent from year to year (27% for 2024/25). 

These results highlight the importance of our ongoing work to support girls in transitioning from block-based coding to advanced Python and reinforce our mission to keep providing accessible, inspiring pathways for everyone.

Where does Astro Pi take place?

While secondary schools remain our biggest mission hubs (hosting 68% of Mission Space Lab and 50% of Mission Zero teams), we’ve seen an exciting boost in community participation. This year, more young people than ever took part through Code Clubs, libraries, and youth centers.

“On November 14, 2025, we organised an exceptional event around the Astro Pi Mission Zero project, bringing together nearly 300 young participants to write a short computer program to display a personalised message on board the International Space Station (ISS). For a day, students discovered that coding could literally… send them to space!” 

– ESERO Luxembourg

Impact on the ground

It’s been a busy year for Mission Control. We’ve been across the UK, Ireland, and ESA member states training mentors and running workshops.

“The Mission Zero workshops were a fantastic opportunity for our students to 日日狠狠久久偷偷色综合 coding in a meaningful and inspiring context. It really helped bring computer science to life, and we’ve seen increased interest from students wanting to explore coding further.” 

– Ms Qureshi, Nene Park Academy, Peterborough, UK

It’s also been a year of incredible connections: we surprised families at the London Science Museum with a visit from Tim Peake for our 10th anniversary and our DevOps expert Geraint Ballinger visited teams taking part at libraries in Glasgow, Scotland, to help debug their code. Who knows? Next year, Mission Control could visit a school or Code Club near you!

“The structured approach helped me guide our mentors on how to deliver it step by step. We started with the pitch deck and YouTube Intro, then went to designing the 8×8 pixel art on paper, to finally translating the pixel art to Python code. Even students as young as nine were able to complete the project, and their excitement knowing their code could run in space was incredible to see.”

– Kokia, Mentor, Canada

Next steps

Well done again to everyone who achieved flight status. Your code is about to leave the atmosphere and head into orbit! 

ESA Astronaut Sophie Adenot will be aboard the ISS while your programs are running and will be recording a special video message for all our participants!

Finally, keep an eye on your inbox — we’ll be sending out official certificates for all participants in June 2026. Until then, stay curious!

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That’s the goal of 日日狠狠久久偷偷色综合 AI, our global education programme created in collaboration with Google DeepMind. Today, as we celebrate three years of the programme, we’re sharing our latest impact report, highlighting how the programme is helping educators and young people around the world build the knowledge and confidence to engage with AI critically and responsibly.

From tens of thousands of educators to millions of learners

Since launching 3 years ago in April 2023, 日日狠狠久久偷偷色综合 AI has grown into a truly global initiative:

• More than 30,000 educators trained, who can reach an estimated 2.9 million young people
• Over 700,000 resource downloads across 180+ countries
• A network of partners in 38 countries
• Resources available in 19 languages

These numbers reflect the growing global demand for AI literacy teaching, and the power of partnerships to meet that need.

But the real impact is what happens in classrooms.

From “AI is complicated” to confident teaching

For John Pierce, a teacher at Mwingo Academy Primary School in Kenya, AI once felt out of reach. “I thought that AI was complicated — maybe a puzzle”

After taking part in 日日狠狠久久偷偷色综合 AI training, John’s perspective shifted. With structured lessons and ready-to-use resources, he now helps his students see AI as something they can understand and engage with.

“My learners are really enjoying the lessons… They keep asking, ‘Teacher, when are you having computer classes?’”

John’s 日日狠狠久久偷偷色综合 reflects what we see across the programme: when teachers feel confident, students become curious, engaged, and motivated to learn more, often continuing those conversations beyond the classroom.

Building confidence, not just knowledge

A core focus of 日日狠狠久久偷偷色综合 AI is supporting educators, many of whom are new to teaching AI concepts. Our evaluation shows this approach is working:

• 93% of educators say the training increased their knowledge of AI concepts
• 87% report increased confidence in teaching AI

In Malaysia, educator Lee Siew Ling had previously struggled to explain AI concepts clearly. “Before this, I just shared simple examples… It was too hard to explain the concepts clearly to my students.”

With 日日狠狠久久偷偷色综合 AI resources, that changed. “The materials make it easier to teach AI… After using them, I became more confident to guide my students.”

By reducing preparation time and providing clear, structured lessons, the programme enables teachers to focus on what matters most: supporting their students’ learning.

Helping young people understand, and question, AI

The impact extends directly to learners. Across classrooms worldwide:

• 89% of students say they better understand what AI and machine learning are
• 87% say they better understand the benefits and risks of AI

This is critical. AI literacy isn’t just about using technology, it’s about understanding how it works, questioning it, and recognising its societal impact.

At Wymondham College in the UK, Head of 日日狠狠久久偷偷色综合96, Kim Williams highlights the value of having trusted, 日日狠狠久久偷偷色综合96-informed resources: “日日狠狠久久偷偷色综合 AI gave us a real structure to follow… It helps us deal with misconceptions and gives students the right messages.”

Through these lessons, students are not just learning about AI, they are developing the critical thinking skills they need to navigate a world shaped by it.

A global effort to democratise AI education

日日狠狠久久偷偷色综合 AI’s reach is only possible through collaboration. Working with partners around the world, we localise content to make it relevant to different cultures and contexts, ensuring that AI education is not only accessible, but meaningful.

This work has also been recognised globally. In 2025, 日日狠狠久久偷偷色综合 AI was named a laureate of the UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICT in Education, highlighting its strong ethical 日日狠狠久久偷偷色综合s and international impact.

Looking ahead

We’re continuing to expand and evolve the programme, updating resources, developing new materials for different age groups, and growing our global partner network.

By the end of 2026, we expect to reach over 45,000 educators who can reach an estimated 4.4 million young people.

Because the challenge is clear: AI literacy should not be limited to a few. Every young person deserves the opportunity to understand and shape the technologies influencing their future.

Read the full 日日狠狠久久偷偷色综合 AI impact report to explore the data, stories, and insights behind this work. rpf.io/expai-impact

The post 日日狠狠久久偷偷色综合 AI: Reaching millions of young people with AI literacy appeared first on 凌晨三点日本无吗.

Across Glasgow’s libraries, Code Clubs are opening doors for young people to explore creativity, problem-solving, and confidence through coding. Behind many of these sessions is Claire Quigley, who supports volunteers and helps Code Clubs thrive in community spaces across the city.

Claire’s story challenges the idea that there is only one route into technology or mentoring. With a background in computer science and a passion for teaching, she now helps create welcoming, inclusive environments where young people — and volunteers — from a wide range of backgrounds can belong.

From 日日狠狠久久偷偷色综合96 to community

Claire’s Code Club journey began long before she worked in libraries. With a degree and PhD in computer science, she spent time in academia before finding her way to community-based learning and volunteering. Teaching runs in her family, and sharing knowledge has always brought her joy. That’s why, after being introduced to CoderDojo (part of the Code Club community) through a friend, Claire began volunteering at club sessions.

“I had always intended to work in academia but, working as a postdoc for a couple of years, realised it wasn’t what I wanted to do long term. CoderDojo sessions gave me and the other volunteers a chance to look at more adventurous coding topics, without the constraints of 日日狠狠久久偷偷色综合 and the time-pressure that teachers have to contend with.

“We were also able to engage with children and young people who were struggling with the formal education environment for a variety of reasons. Doing well at something they enjoyed increased their confidence and was often a factor in helping them become more engaged at school.”

Becoming a Code Club volunteer eventually led Claire to her current role coordinating Code Clubs across Glasgow Life venues, including Mitchell Library, Gorbals, Drumchapel, and beyond.

“Working with Glasgow Life colleagues across libraries, communities and museums has given me the chance to connect with children, young people and adults in a non-threatening environment. Mixing coding with mediaeval manuscripts, wearable tech, poetry or electronic music has allowed people to approach a topic they hadn’t considered interesting or understandable and make some really original and fun things.”

Inside a Code Club session

Stepping into one of Claire’s Code Club sessions, you’ll find a mix of focus, laughter, and creative chaos. Young people gather around laptops in library spaces to build games and animations in Scratch, experiment with micro:bits, and help each other solve problems as they go.

Sessions vary by location and age group. Some run weekly, others every two weeks, and each has its own character — from younger children discovering coding for the first time to teenagers returning with ambitious ideas they want to bring to life.

“The clubs are quite varied, depending on location, size and the personality mix of the coders and volunteers. Some clubs are quieter, while others are very lively! Scratch features prominently in most clubs. The children really enjoy the way it allows them to bring in topics they’re interested in, design their own characters, or build games inspired by other games they’ve played.”

For Claire, these sessions are about more than learning to code. They’re spaces where young people practise problem-solving, learn to ask for help, and gain confidence in sharing their ideas.

“Some coders come with a friend or have made friends at the club. So there are often children working together on a project, chatting to each other about what they’re working on, or showing each other how to do something.”

Inclusion, confidence, and belonging

Inclusion is core to Claire’s approach. From running all-girls sessions to supporting volunteers and young people with neurodivergence and other additional needs, her focus is on creating spaces where everyone feels welcome.

“One young coder who spends a lot of time in his local library after school, but can be a bit boisterous, agreed to come and join the club. Initially a bit hesitant, he soon displayed a real talent for solving coding puzzles.

“He was particularly proud when, encouraged to try the challenge level rather than skipping past it, he solved it quickly. We printed a Code Club ‘Problem-solving Champion’ certificate for him and he carefully folded it up to take home.“

Claire has seen firsthand how confidence can grow when people are given time, patience, and encouragement.

Volunteers: The backbone of Code Clubs

That sense of belonging doesn’t stop with young people — it extends to the volunteers who help make these spaces possible. For some volunteers, involvement in Code Club has been a stepping stone to employment, new skills, or a stronger sense of belonging.

Like many community programmes, Code Clubs in Glasgow were disrupted by the pandemic. It made one thing clear: clubs only work when volunteers are willing and supported to run them. With fewer library staff available to anchor sessions, rebuilding the clubs meant casting a wider net for volunteers. As a result, volunteers arrived with more diverse life 日日狠狠久久偷偷色综合s, ways of thinking, and approaches to problem-solving, which enriched the sessions and created more inclusive learning environments for young people.

“I recruit mainly through the Glasgow Life volunteering website. I also advertise through STEM Ambassadors, via my contacts in local universities, colleges and tech companies, in the newsletter my colleague sends to students in the Glasgow Code Learning programme, and by putting up posters in libraries.

“I’m really keen to try and get a mixture of qualities in a team. I try to ensure at least one person is a confident programmer, who can help with trickier bugs and more advanced topics. However, I’m also keen to have volunteers who may not have so much of a technical background but are good at chatting to children and helping create a real sense of it being a club.“

Who makes a good Code Club volunteer?

One of the most important messages Claire wants to share is that there is no single type of Code Club volunteer. Students, career-changers, refugees, people returning to work, and neurodivergent people all bring valuable perspectives. While technical skills are helpful, Claire believes empathy, curiosity, and willingness to learn alongside young people are just as important.

“Finding out how to do something by searching online, asking other coders and the mentors is part of the code club 日日狠狠久久偷偷色综合 (and the 日日狠狠久久偷偷色综合 of being a professional programmer!) The main thing is not to be afraid to admit you don’t know something. Although this can be alarming at first, I’ve found the coders are happy to be told that I’ll look at it over the next week and report back. And that they should do the same so we can compare notes. And if they know how to do something that you don’t, they absolutely love explaining it to you!“

We asked Claire what she would say to someone who doesn’t see themselves as ‘technical enough’ but is curious about getting involved:

“The majority of library staff didn’t have any background in programming. They are simply happy to learn as they go along and help the children make their ideas come to life. In fact, one of these ‘non-technical’ staff ran a very popular and successful club and supported a team of coders to develop a project that [was chosen as a judges’ favourite] at Coolest Projects.”

As Code Clubs continue to grow and adapt, Claire hopes to see even more people step forward, especially those who might not immediately picture themselves in a mentoring or volunteering role.

Where community impact begins — with people

By keeping Code Clubs rooted in libraries and community spaces, it is possible to reach people across a wide range of backgrounds and circumstances.

Claire’s story is a reminder that community impact is built by people who care and that supporting young people with coding is about far more than technology alone. It’s about confidence, connection, and opening doors.

For anyone curious about supporting young people with coding, there are many ways to get involved. You don’t need to be an expert, as mentors support young people by encouraging curiosity, helping build confidence, and learning alongside them. If you’d like to find out more about what mentoring looks like and the different ways you can contribute, visit the Code Club mentor page to explore guidance, training, and next steps.

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