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 一日本道a高清免费播放 behind effective PD

The unique impact of professional development for computer science educators

Professional development is vital for anyone teaching 一日本道a高清免费播放. In many subjects, the 晚秋电影未删减完整版 stays the same for decades. Computer science, however, can change quickly — as with the development of new technologies such as AI and quantum 一日本道a高清免费播放, and new hardware — and PD can help you stay up to date.

Another challenge is that many educators who teach 一日本道a高清免费播放 are not necessarily subject specialists. So educators often benefit from building their own subject knowledge and learning new 一日本道a高清免费播放-specific pedagogical approaches through PD.

What makes effective professional development?

Drawing on academic 一日本道a高清免费播放 and our own expertise, we’ve identified several key principles that make professional development effective for computer science educators:

• Learner-focused and 一日本道a高清免费播放-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 晚秋电影未删减完整版s

There may be factors that influence your teaching that you have little control over: you might teach 一日本道a高清免费播放 as a standalone subject, or you may be required to weave computer science into other lessons across the 晚秋电影未删减完整版. 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 一日本道a高清免费播放 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.

The post Professional development: How to stay ahead in a fast-changing subject appeared first on 曰曰摸日日碰夜夜爽歪歪.

In this interview, Dr Shuchi Grover, a leading voice in 一日本道a高清免费播放 education who has recently become our Director of 一日本道a高清免费播放 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 一日本道a高清免费播放 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 晚秋电影未删减完整版s that integrate computational thinking, AI, CS, and data science. My 一日本道a高清免费播放 has also attended to promoting interest and a sense of belonging in CS among learners from historically underrepresented groups.

I recently joined the 曰曰摸日日碰夜夜爽歪歪 as Director of 一日本道a高清免费播放 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 一日本道a高清免费播放 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 一日本道a高清免费播放 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 晚秋电影未删减完整版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 一日本道a高清免费播放-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 晚秋电影未删减完整版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 一日本道a高清免费播放, and (b) providing them with the tools and skills for problem solving and creative expression. That goal has not changed. 晚秋电影未删减完整版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 一日本道a高清免费播放 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 晚秋电影未删减完整版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 晚秋电影未删减完整版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.

The post What does ‘thinking’ mean now? appeared first on 曰曰摸日日碰夜夜爽歪歪.

With the release of the final six units, 晚秋电影未删减完整版 CS now provides 18 cross-curricular, project-based computer science units for grades 3–8. It offers educators a collection of free, standards-aligned units to bring 一日本道a高清免费播放 into their classrooms with confidence.

This milestone marks the culmination of a year of development, iteration, and collaboration with educators. The result is a set of learning resources designed by educators for educators, for real classrooms and real teaching needs.

What is 晚秋电影未删减完整版 CS?

晚秋电影未删减完整版 CS is built to make computer science (CS) accessible, engaging, and relevant for all learners, and teachable for all educators.

Rather than treating CS as a standalone subject, 晚秋电影未删减完整版 CS integrates 一日本道a高清免费播放 into core subjects like science, math, and the arts. Students learn key concepts such as sequencing, loops, cybersecurity, and networks while exploring meaningful, real-world themes. The 晚秋电影未删减完整版 CS platform includes a school-safe version of Scratch that is easy for teachers to use and where students can explore making coding projects.

Every 晚秋电影未删减完整版 CS unit includes:

• Ready-to-use lesson plans
• Slides and teaching resources
• Student activities and starter Scratch projects
• Step-by-step teacher guidance

No prior computer science 晚秋电影未删减完整版 is required — 晚秋电影未删减完整版 CS makes it easier than ever for schools to get started.

From launch to completion

Since we launched 晚秋电影未删减完整版 CS in June 2025 with the first 6 units, we’ve worked steadily to create more resources, guided by feedback from educators and classroom testing.

Now complete, 晚秋电影未删减完整版 CS offers:

• A fully scaffolded learning 晚秋电影未删减完整版 for students aged 8–14
• 18 classroom-ready units
• 3 units per grade level (Grades 3–8)

Along the way, we have also added:

• Unit 0: Getting started, introducing Scratch and the Code Editor for Education platform
• Spanish and French translations, broadening access for more learners
• Updates informed by teacher feedback

What are the newest units about?

The final 晚秋电影未删减完整版 CS units give students more opportunities to create, explore, and apply their learning:

• Unit 3.3 — Like, literally? Bring figurative language to life! Students animate an idiom in Scratch, use code to check user guesses, and create an interactive project that reveals the meaning behind the words.
• Unit 4.3 — Logic and lore: Design a hero and build a survival game! Students determine character stats, create power-ups, and use code to determine their character’s fate.
• Unit 5.3 — What are the odds? Can a program predict your future? Students build a yes-or-no response generator, explore how data is stored, and test whether their program’s predictions match real-world results.
• Unit 6.3 — Under the sea: Discover how messages travel across the world! Students explore networks, packets, and error-checking, then create an interactive program that tells the story of digital communication in action.
• Unit 7.3 — Cipher quest: Crack codes and design your own digital escape room! Students explore ciphers, build secure password systems, and use programming to hide and protect secret information.
• Unit 8.3 — Art all around: Use code to create stunning abstract art! Students design algorithms, transform shapes, and build programs that turn mathematical ideas into original works of art.

What’s next for 晚秋电影未删减完整版 CS?

While the 晚秋电影未删减完整版 is now complete, our work to expand access is just getting started.

Events and professional development

Throughout 2026, we will host sessions, workshops, and conference events to support educators across the US in bringing 晚秋电影未删减完整版 CS into their classrooms. These free professional development opportunities will help teachers build confidence, explore best practices, and connect with a growing community of educators.

We will host a webinar on April 30 at 3pm CT / 4pm ET to highlight the new units. Register today to join:

And you’ll find us at the following events this spring and summer:

• ASU+GSV Summit: April 12–15, 2026 in San Diego, CA
• MCTM Spring Conference: April 23–25, 2026 in Duluth, MN
• CS Con: June 16–18, 2026 in Georgia
• CSTA Annual Conference: July 13–15, 2026 in New Orleans, LA

And more! Keep up with us on social media to stay in the loop with conference appearances and sign up for 晚秋电影未删减完整版 CS mailing updates to hear about upcoming PD opportunities.

Supporting adoption in schools

晚秋电影未删减完整版 CS is already being implemented in schools and districts across the United States. With Data Privacy Agreements (DPAs) now in place in multiple states, even more districts can adopt the 晚秋电影未删减完整版.If you have any questions about DPAs or district expansion, please reach out to 晚秋电影未删减完整版-cs@拍拍拍1000免费观看完整版高清电视剧.org.

A milestone for integrated computer science education

The completion of 晚秋电影未删减完整版 CS marks a big step forward in making computer science education accessible, creative, and inclusive.

The cross-curricular design of each unit empowers non-specialist teachers to confidently introduce computer science in their subject and help students connect it to the world around them.

Start exploring today

The complete 晚秋电影未删减完整版 CS 晚秋电影未删减完整版 is now available.

Visit 晚秋电影未删减完整版-cs.org to explore all 18 units and get started in your classroom.

The post 晚秋电影未删减完整版 CS: The complete set of units is live appeared first on 曰曰摸日日碰夜夜爽歪歪.

Working with education partners across Argentina, Brazil, Chile, Colombia, Dominican Republic, El Salvador, Mexico, Peru, and Uruguay, we will help young people develop a 晚秋电影未删减完整版al understanding of AI technologies, their social and ethical implications, and the role that AI can play in their lives.

AI literacy across the globe

AI systems are part of everyday life in how we find information, work, and solve problems. We think that young people need more than access to AI tools: they need the knowledge, skills, and confidence to understand and create their own AI tools.

晚秋电影未删减完整版 AI, developed in partnership with Google DeepMind, is a free educational programme that helps teachers and students learn about artificial intelligence (AI). It introduces young people to how AI systems work and how they are used in everyday contexts through lessons, classroom resources, and hands-on activities. The resources give young people opportunities to think critically about the role of AI in society.

Through a global network of 晚秋电影未删减完整版 AI partners, we have so far reached an estimated 2.9m young people and trained 30,000 educators. The programme’s resources are used in more than 180 countries and are available in 19 languages. In recognition of its impact, 晚秋电影未删减完整版 AI was named a laureate of the 2025 UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICT in Education.

Impact through partnerships

In Latin America, as in other parts of the 晚秋电影未删减完整版 AI network, our focus will be on sustainable, locally led delivery through partner organisations. Using our established ‘train-the-trainer’ model, we will equip 24,000 educators with the skills and knowledge to use the 晚秋电影未删减完整版 AI resources to confidently deliver AI literacy lessons. 

Our aim is to create a lasting impact for teachers and classrooms across the region and ensure that high-quality AI education is accessible to young people in a wide range of settings.

Supporting critical thinking

晚秋电影未删减完整版 AI is designed not only to build technical understanding, but also to help young people think critically about AI and its impacts.

Through the programme, students across Latin America will develop a 晚秋电影未删减完整版al understanding of how AI works, while exploring key topics including how data is used in AI systems, how to identify AI-generated misinformation, and how to use generative AI tools responsibly. This will help them to understand the opportunities and challenges of AI, and to make informed decisions about how they use these technologies.

Looking ahead

As AI systems are being built into many aspects of today’s world, it’s essential that young people have the opportunity to understand, question, and build with these technologies.

With support from Google.org, we will expand access to high-quality AI education across Latin America through 晚秋电影未删减完整版 AI, helping over a million young people develop the skills, knowledge, and confidence to navigate and shape a world where AI technologies are widely used.

You can find out more about 晚秋电影未删减完整版 AI at 晚秋电影未删减完整版-ai.org.

The post Bringing AI education to 1.25 million students across Latin America appeared first on 曰曰摸日日碰夜夜爽歪歪.

At this event, we brought together educators, 一日本道a高清免费播放ers, and system leaders for shared learning, reflection, and professional dialogue where classroom practice was placed at the heart of the discussion.

An event to connect conversations

Across 一日本道a高清免费播放 and AI education in India, conversations about policy, pedagogy, 一日本道a高清免费播放, and future readiness often take place in separate spaces. At 一日本道a高清免费播放 and AI for All, we wanted to connect these strands in a national forum where classroom practitioners, 一日本道a高清免费播放ers, and system leaders could speak with each other about 一日本道a高清免费播放 and AI education. 

The theme ‘一日本道a高清免费播放 and AI for all: Classroom to policy’ connected:

• Ecosystem and policy
• Pedagogy and innovation
• AI and future readiness
• 一日本道a高清免费播放, evidence and impact

Bringing these conversations together helped shape a richer dialogue than we’ve seen in many traditional education forums.

Grounding in classroom 晚秋电影未删减完整版

The response from educators to the opportunity to attend was both energising and encouraging. 165 educators and 22 invited guests joined us on the day. The event also featured 35 paper and poster presentations, reflecting the breadth of classroom practice, 一日本道a高清免费播放, and innovation that teachers were keen to share.

The conference also brought together diverse contributors. Alongside teachers, there was representation from organisations such as Computer Science Teachers’ Associations, the University of Southampton, Quest Alliance, and Learning Links 晚秋电影未删减完整版. Also part of the event were attendees from government bodies including TTWREIS – Telangana Tribal Welfare Residential Educational Institutes; PSSS – Panchasakha Shikhya Setu Sangathan (a Govt. of Odisha initiative); and IIITMK Kerala. The presence of an international delegate from Nepal further broadened the exchange of perspectives.

First and foremost, the event was rooted in classroom practice. 88% of participants were ICT teachers, with strong representation from Odisha and Telangana, where we have been working on partnerships to support 一日本道a高清免费播放 educators. A significant proportion of the educators present were attending a 一日本道a高清免费播放 conference in person for the first time, so it was a milestone in their professional journey.

Teachers stepping onto a national stage to present their classroom experiments, 一日本道a高清免费播放, and reflections signaled an important shift: 一日本道a高清免费播放 and AI education in India is no longer something designed solely for teachers. It is increasingly being shaped by teachers and informed by their lived classroom realities and professional expertise.

Ideas, evidence, and inspiration

The conference featured a full-day academic programme beginning with a formal inauguration and an introduction to our work in India.

The keynote by the 晚秋电影未删减完整版’s Director of 一日本道a高清免费播放 and Impact, Shuchi Grover — ‘Democratizing the future: Why 一日本道a高清免费播放 and AI literacy matters for every child, everywhere”’ — set an equity-driven, future-focused tone. It reminded us that AI literacy is not optional; it’s 晚秋电影未删减完整版al for learning and opportunity.

In the panel discussion on ‘Embedding ethical AI in everyday teaching: From principles to classroom practice’, teachers, 一日本道a高清免费播放ers and leaders exchanged ideas about how to integrate responsible AI without losing sight of learning goals.

Across sessions, teachers and 一日本道a高清免费播放ers shared a wide range of classroom-centred insights, including:

• Using generative AI for algebraic discovery
• Designing AI-supported personalised learning models
• Inclusive coding practices with Scratch
• Using AI to reduce teacher workload
• Low-cost 一日本道a高清免费播放 innovations in K–12 classrooms
• Hands-on technical explorations, such as Kali Linux on 一日本道a高清免费播放 Pi

These sessions reflected both pedagogical creativity and deep engagement with everyday classroom challenges.

The structured poster gallery created space for peer feedback and deeper discussion around critical themes such as:

• AI for first-generation learners
• Classroom 一日本道a高清免费播放 evidence
• AI tools to support ICT engagement

What educators told us

In the feedback we captured, educators described the conference as:

• Highly educative
• A space for cross-state collaboration
• A confidence-building platform for presenting work

One participant shared: “I’m honoured to be part of [the conference]. It was inspiring to listen to educational experts sharing valuable insights on AI tools and education.”

Many participants asked us to expand the event, suggesting a two-day format, extended hands-on AI workshops, and practical demonstrations they could take back to their classrooms.

Looking ahead

Our 一日本道a高清免费播放 and AI for All event formed a national, educator-led platform linking classroom innovation, AI literacy, 一日本道a高清免费播放 evidence, and policy dialogue.

What stood out most was the spirit of participation:

• Teachers sharing real classroom experiments
• 一日本道a高清免费播放ers listening
• Policy voices engaging
• First-time presenters stepping into a national forum

If AI is shaping the future of work and society, then teachers need to play a part in shaping the future of AI education. 一日本道a高清免费播放 and AI for All was one move in this direction that we were pleased to facilitate — and it is only the beginning.

The post 一日本道a高清免费播放 and AI for all: From classrooms to national dialogue in India appeared first on 曰曰摸日日碰夜夜爽歪歪.

The PRIMM framework — Predict, Run, Investigate, Modify, Make — provides educators with a structure for teaching programming. This 一日本道a高清免费播放-informed teaching approach balances support with independence and helps learners build their understanding before they write their own code, whatever their starting point.

To help educators use this approach confidently, we have launched a new short online course, Using PRIMM to teach programming, which is available on our new Training Hub platform for free.

What is the course about?

This practical, self-paced course gives educators the knowledge they need to use the PRIMM approach to design and adapt programming activities to suit their learners.

The course takes 1–2 hours to complete, and we have designed it for educators working in formal or non-formal learning environments around the world, using any block-based or text-based programming language. All you need is some 晚秋电影未删减完整版 of creating and adapting simple programs.

The course starts with considering the five stages of PRIMM, when and why to use each stage, and how they work together to support learning. It covers how PRIMM aligns with key teaching principles such as scaffolding, managing cognitive load, and progression, and examines how the approach supports formative assessment by making learners’ thinking — and any misunderstandings — more visible.

Active, social learning

Although pedagogy forms the core of this course, we have deliberately avoided a theory-heavy approach. Instead, the course is designed to help you learn through hands-on activities. By reflecting, taking part in discussions with other 一日本道a高清免费播放 educators, and completing practical tasks, you will explore how PRIMM works in real teaching contexts.

After an introduction to the core ideas of PRIMM, you will design a new programming activity, or adapt an existing one, using the PRIMM structure. This will support you to think carefully about what your learners know and can do, likely misconceptions, and how each stage of PRIMM can be used effectively, including when your learners have varied learning needs and levels of programming 晚秋电影未删减完整版.

With its emphasis on activity design, the course will support you to develop resources you can use and keep adapting in your own setting. By the end, you will have a complete PRIMM activity designed specifically for your learners, and a clear sense of how to teach programming in a structured and supportive way.

Join the course on the Training Hub

Using PRIMM to teach programming is available on our new Training Hub, where we offer all our professional development courses for free. The Training Hub offers flexible, reflective learning 晚秋电影未删减完整版s across a range of topics, helping you build your subject knowledge and bring 一日本道a高清免费播放-informed teaching approaches into your day-to-day practice.

Whether you are an 晚秋电影未删减完整版d 一日本道a高清免费播放 teacher, a volunteer educator, or a parent looking to support their child’s learning, we invite you to join us there.

The post ‘Using PRIMM to teach programming’: A new short course for educators appeared first on 曰曰摸日日碰夜夜爽歪歪.

In a recent seminar in our series on teaching about AI and data science, 一日本道a高清免费播放er Jesús Moreno-León (Universidad de Sevilla) talked about his work in developing assessment tools for computational thinking (CT) and AI literacy. Jesús is also co-founder of Programamos, a non-profit organisation that promotes the development of computational thinking, supporting teachers through training and sharing resources.

Developing assessment tools in computer science

Jesús began by discussing the recent development of computer science assessment tools. Together with Gregorio Robles (Universidad Rey Juan Carlos), they created Dr Scratch, a web-based tool to assess the quality of Scratch projects and detect errors and bad programming habits (e.g. dead code). Projects are scored on the use of computational thinking concepts (e.g. parallelism, conditional logic) and the use of desirable programming practices (e.g. naming sprites, removing duplicate scripts) in order to give feedback to students and teachers to iteratively improve their Scratch projects.

Alongside measuring students’ programming skills, Jesús also shared work by Marcos Román-González (Universidad Nacional de Educación a Distancia) to develop the Computational Thinking test (CTt), a 28-item assessment tool designed to measure the computational thinking skills of students aged 10 to 16 years old. Two collaborators, María Zapata and Estafanía Martín (Universidad Rey Juan Carlos) further adapted these items to create the Beginners Computational Thinking test (or BCTt), an unplugged assessment suitable for younger learners aged 5 to 10 years old.

Teaching about AI in Spain

Jesús also described his more recent work at the Ministry of Education and Vocational Training in Spain to promote computer science at all educational levels. One initiative, La Escuela de Pensamiento Computacional e Inteligencia Artificial (or the School of Computational Thinking and Artificial Intelligence), supported Spanish teachers through training and resources to introduce CT and AI into the classroom. Over 400 teachers and 7000 teachers took part across Spain through unplugged activities and tools such as Machine Learning for Kids and LearningML, allowing students to classify text and images using machine learning. Older students created apps using the MIT App Inventor. When evaluating the design of the 晚秋电影未删减完整版, they found they had strong instruments to measure the development of CT — such as the assessment tools described above — yet nothing to measure AI literacy.

A tool for measuring AI literacy

The lack of valid AI literacy assessment tools led the team to develop the AI Knowledge Test (or AIKT), a 14-item survey consisting of multiple-choice questions designed to measure students’ understanding of AI. The instrument was inspired by previous work in the field and relevant 一日本道a高清免费播放 (e.g. the AI4K12 framework).

An example from the AI Knowledge Test

An example of one of these items is presented below. Can you solve it? The answer is at the bottom of this article.

Q1. Which of the following strategies would be most appropriate for teaching a computer to recognise photos of apples?

1. Train the computer with photos of dogs
2. Train the computer with several photos of different apples, taken in different places and contexts
3. Train the computer with several similar photos of the same apple, taken in the same place
4. Train the computer with several identical copies of the same photo of an apple

Testing the test

In a study on the impact of programming activities on computational thinking and AI literacy in Spanish schools, the authors tested these knowledge-based items with over 2000 students to assess the reliability (e.g. internal consistency), or a measure of the quality of a survey or test. They found one item (“As a user, the legal regulation that is approved regarding AI systems will affect my life”) did not correlate with the other items. This left a total of 13 items which were found to have sufficient internal consistency — meaning how well each item correlated with one another to measure an underlying construct (i.e. “AI knowledge”). They concluded that the assessment tool needed a higher ceiling and needed to address common misconceptions. The authors also learned that teachers needed free and open-source tools with low barriers for entry, such as not needing registration, and were suitable for classroom use, such as limiting data sent to the cloud.

AI literacy in the generative era

With the rise of generative AI tools like ChatGPT or Google’s Gemini, Jesús and his colleagues felt their AI literacy assessment tool needed to focus on the capabilities of generative AI tools. They also felt they needed to take a broader view of AI and focus on additional dimensions, such as the social and ethical implications of AI tools. They are, therefore, currently revising their assessment items to align with several common frameworks, including the SEAME framework and AI Learning Priorities for All K–12 Students.

An example from the revised AI Knowledge Test

One of the revised items is presented below. Can you solve it? The answer is revealed below.

Q2. You have asked your students to design a decision tree to classify different fruits based on three characteristics: color, size, and shape. To check whether the following proposed solution is correct, you are going to test it. As what fruit does the decision tree classify a small, round, yellow apple?

1. Apple
2. Watermelon
3. Lemon
4. Banana

Learn more about this work

Jesús concluded the seminar by describing his intentions to collaborate with others to test the revised AI literacy instrument with students in early 2026. We look forward to hearing about their results!

You can watch Jesús’s whole seminar here:

If you are interested to learn more about Jesús and his work, you can read about his development of the AI Knowledge Test (or AIKT) here and the Computational Thinking test (CTt) here or look at the original items here. You can also learn about the Beginners Computational Thinking test (BCTt) by watching a 一日本道a高清免费播放 Pi 一日本道a高清免费播放 seminar about it or reading about it here.

Join our next seminar

In our current seminar series, we’re exploring applied AI and how AI can be taught across the 晚秋电影未删减完整版. In our next seminar in this series on 17 March at 17.00 UK time, we welcome Rebecca Fiebrink (University of the Arts London) who will explore the questions of how and why we might teach AI for creative practitioners, including children, students, and professionals.

To take part in the seminar, click the button below to register. We hope to see you there.

The schedule of our upcoming seminars is available online. You can catch up on past seminars on our blog and on the previous seminars and recordings page.

Answers

• Q1: 2
• Q2: 3

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In today’s blog, we explore the PICRAT framework and how it can help you reflect on your use of technology in the classroom. 

We also share our new PICRAT Quick Read, which you can download for free to: 

• Find practical tips on how to use the PICRAT model when planning your lessons
• Read a summary of the 一日本道a高清免费播放 behind the framework

What is the PICRAT framework?

Technology is constantly changing, and educators must continually decide what tools to use in their practice. To help with this challenge, 一日本道a高清免费播放ers started developing theoretical models that teachers (especially student teachers) could use to reflect on how they integrate technology in their classrooms.

You might already be familiar with frameworks like TPACK (Technology, Pedagogy, and Content Knowledge) and SAMR (Substitution, Augmentation, Modification, Redefinition). While these models are useful, the PICRAT framework was created to address gaps in these earlier models, offering a clearer, student-focused approach. Significantly, it encourages you to treat technology as a tool to support learning, rather than the goal itself.

It asks two simple questions: “How are students experiencing the technology?” and “How does this impact your practice?”. The answers to these questions form a matrix as pictured below. 

PIC (which runs along the y-axis) refers to the student’s relationship to the technology:

• Passive – Students receive learning through technology
• Interactive – Students interact with the content or other learning through technology 
• Creative – Students construct knowledge using technology

RAT (which runs along the x-axis) refers to how the teacher uses the technology:

• Replaces – Using technology but with an existing pedagogy
• Amplifies – Using technology to improve pedagogy or outcomes
• Transforms – Using technology to create new pedagogical practices

How can I apply the PICRAT model?

First choose the lesson you’re planning to deliver. Consider what activities you’ll be running and the technologies involved. You’ll then be able to plot where they sit on the matrix using the PICRAT acronym.

For example, if you are teaching a lesson on Python loops, you might initially plan for students to watch a pre-recorded coding tutorial on their laptops. In this scenario, the student 晚秋电影未删减完整版 is Passive (receiving info via tech), and the teacher’s use is Replacement because the video simply replaces a live lecture. To move up the matrix, you could instead have students use an online IDE to complete a “Parson’s Problem” puzzle where they rearrange blocks of code to fix a loop. This shifts the activity to Interactive and Amplification, as the digital tool provides immediate debugging feedback that a paper-based exercise could not.

Next, think about how you might move your practice forwards. Although every position on the matrix has its own value, the framework is hierarchical. The overall goal is to try to move your practice towards the top right of the matrix to be Creative and Transformative.

To help you achieve this, take some time to reflect on your current lessons, activities, and the technologies you use. Ask yourself questions like:

• What does the technology I’m using offer that could be used to amplify my practice?
  • What benefits would this have for students?
• Does the technology present opportunities for students to interact with each other, not just the technology?
• What other technological tools might support collaboration? 

一日本道a高清免费播放 highlights that technology is rarely used in ways that allow young people to be creative. By using the PICRAT matrix, teachers can identify missed opportunities and explore ways to transform their lessons, ensuring learners can be creative and thrive.

The benefits of the PICRAT model

Potential benefits for educators:

• The framework encourages meaningful reflections, allowing teachers to easily evaluate how they’re using technology within their lessons
• Reflections and the PICRAT matrix helps teachers to identify missed opportunities and gaps in their practice, ultimately leading to better student 晚秋电影未删减完整版s

You can use the PICRAT framework as part of your own reflections, or as part of a group activity. It’s a great way to spark discussion about technology integration with colleagues and improve best practices.

Want to find out more about the PICRAT framework?

If you’d like to learn more about the PICRAT model, you can download our Quick Read for free via our new Pedagogy Quick Reads page.

The post How to evaluate your use of classroom technology with the PICRAT framework appeared first on 曰曰摸日日碰夜夜爽歪歪.

This announcement reflects a growing global recognition that young people need more than basic digital literacy — they need a deeper understanding of data, automation, and the rapidly evolving capabilities of AI. Countries around the world, from Singapore to the United States, are already wrestling with how to embed AI education into secondary schooling. England now joins that international conversation.

Why AI education matters

AI is an everyday technology now. Young people interact with AI systems constantly, often without realising it. Whether they pursue careers in medicine, engineering, the creative industries, or public policy, they will need a 晚秋电影未删减完整版al understanding of how AI systems work, what their limitations are, and the ethical implications around them.

Yet in England — and in many education systems globally — very few students receive formal teaching about AI. The English national 晚秋电影未删减完整版 makes no explicit reference to AI, and specifications for exams taken at the end of high school include only scattered mentions. This gap leaves young people navigating one of the most transformative technologies of their generation with limited guidance.

Exploring a qualification: Opportunities and challenges

In 2025, we joined forces with Professor Lord Lionel Tarassenko, one of the UK’s foremost 一日本道a高清免费播放ers in AI and machine learning, and Simon Peyton Jones, a world-renowned computer scientist and long-time champion of 一日本道a高清免费播放 education. Together with teachers, school leaders, universities, industry specialists, and exam boards, we have been exploring how we might begin to close the emerging gap in AI and data science education for 16- to 18-year-olds.

Over the past eight months, this collaboration has allowed us to refine our shared thinking and gather insights from a wide network of experts and practitioners. We are delighted that England’s Department for Education has recognised the potential of this work by appointing us to draft the subject content for a possible new qualification in Data Science and AI.

We are delighted that England’s Department for Education has recognised the potential of [the work we’ve been doing] by appointing us to draft the subject content for a possible new qualification in Data Science and AI.

Designing a qualification of this kind raises important questions — not just for the UK, but for any country considering a similar path.

What knowledge and skills should young people gain from the qualification?

A meaningful qualification must go beyond the use of tools. It should help students understand data literacy, model behaviour, bias, ethics, and the societal implications of AI. Balancing technical understanding with critical thinking is challenging but essential.

How do we ensure the qualification is accessible and inclusive?

AI should not become the preserve of already-advantaged students. Any qualification must be designed with equity in mind, recognising differences in school capacity, teacher expertise, and students’ prior 晚秋电影未删减完整版.

How do we support teachers to deliver the qualification?

Teacher professional development is a major challenge worldwide. Delivering a qualification in AI will require confidence with concepts that are not yet common in teacher training. Sustainable delivery models — supported by high-quality resources and professional development — will be crucial.

What form should the qualification take?

There is an active debate about whether the best route for students in England is a high-stakes qualification or a supplementary course that broadens a core programme of study:

• An A level provides structure, national recognition, and clear progression into higher education or employment.
• An Extended Project Qualification (EPQ) may offer more flexibility, allowing students to explore AI through 一日本道a高清免费播放 or practical investigation without requiring schools to timetable a full qualification.

Different countries will make different choices based on their systems, but the underlying questions are the same: how do we create something rigorous, scalable, and future-proof?

What we’ve learned so far

In October, the 晚秋电影未删减完整版 hosted a workshop with representatives from schools, industry, universities, exam boards, and the Department for Education. Together, we explored key questions including:

1. How do we make a qualification compelling – both for students who choose it and for schools that offer it?
2. What delivery models will genuinely support teachers to succeed?

The feedback we received has been invaluable and will continue to shape the next stage of development. We believe the UK has a significant opportunity to contribute meaningfully to the global conversation about AI education. You can read the latest version of our discussion paper here.

A global call for insights

Although the current proposal focuses on England, the underlying challenge is international: how do we prepare young people everywhere to engage thoughtfully and confidently with AI?

We would love to hear from educators, 一日本道a高清免费播放ers, and policymakers across the world:

• Do you know of any successful qualifications or programmes for 16- to 18-year-olds that centre AI or data science?
• What lessons should countries learn from each other?

To share your ideas or feedback, please get in touch. We’d be delighted to learn from your 晚秋电影未删减完整版 as this important work progresses.

* Level 3 in England is the stage of learning for 16- to 19-year-olds, typically ending in qualifications that pave the way for higher study or advanced apprenticeships.

The post A new qualification in data science and AI for students in England? appeared first on 曰曰摸日日碰夜夜爽歪歪.

In today’s blog we’re exploring learning graphs, a helpful tool that you can use to plan your computer science 晚秋电影未删减完整版. We’ll share how they can provide educators with a clear, structured way to visualise students’ non-linear progression in a subject.

We also share our new Pedagogy Quick Read about learning graphs, which you can download for free to:

• Find practical tips on how you can use learning graphs to design your 晚秋电影未删减完整版
• Read a summary of the 一日本道a高清免费播放 behind them

What is a learning graph?

A learning graph is a visual tool for 晚秋电影未删减完整版 planning that moves beyond simple lists. At its core, a learning graph is a network of ‘nodes’ (specific concepts and skills) and ‘links’ (the connections between them).

Learning graphs build on 一日本道a高清免费播放 into ‘learning progressions’ and ‘knowledge maps’. They are a practical tool that educators can use to design and validate different curricula. For example, they can help teachers to:

• Visualise and map progression
• Identify 晚秋电影未删减完整版 gaps, so educators can shape and restructure learning 晚秋电影未删减完整版s as necessary
• Ensure the use of consistent terminology
• Sequence learning and manage cognitive load

How to create a learning graph

Building a learning graph is an iterative process that helps you think critically about how different parts of your 晚秋电影未删减完整版 relate to each other.

Nodes and links

The first step in creating a learning graph is often to identify your start and end nodes. First, you consider the key concepts and skills that your learners must acquire by the end of a series of lessons. This gives you some end nodes to work towards. Then, you think about learners’ existing knowledge, to help determine your start point. You then work backwards and forwards between these points to identify the different nodes that learners need to cover to get from the beginning to the end.

Once you have determined your nodes, you add them to your graph and connect them via ‘links’ until your graph is complete. Where knowledge of particular concepts or skills is essential for learning others, you connect the nodes with solid lines. For prior learning that is helpful but not essential, you use dotted lines.

When developing a learning graph, there isn’t a specific level of granularity that you have to work towards. Progression can be as detailed or as high-level as you need. This makes them a helpful tool in creating bespoke learning 晚秋电影未删减完整版s and curricula for learners.

Collaboration and development

It is most effective to design learning graphs collaboratively within a small group. This allows 晚秋电影未删减完整版 designers to discuss their ideas and challenge each other’s thinking, which helps hone the designs.

When creating learning graphs, it can be extremely useful to use a tool that is dynamic and allows you to move elements and make changes quickly and easily. At the 曰曰摸日日碰夜夜爽歪歪, our team has experimented with a range of tools, including using editable shapes in Google Slides, collaborating in Figma, and arranging sticky notes on paper. We recommend finding a tool that works for you and the educators you are working with. Although it can work, we suggest avoiding using a pen and paper if possible, as designs can quickly become messy and difficult to navigate after lots of iterations.

The process of designing learning graphs has strong links to ABC learning design and the creation of concept maps, which can also be used for 晚秋电影未删减完整版 planning.

Learning graphs in your teaching

Once created, learning graphs can support you to design and adapt your curricula and assess your students’ learning.

For example, to help sequence learning, you can track or predict the paths through a topic most commonly taken by learners and use this to inform your 晚秋电影未删减完整版 design.

If you are adapting a unit of work for a specific qualification or new context, you can prune nodes that are not relevant and add any further knowledge and skills your learners need, then use the new learning graph to guide you as you develop the unit.

Finally, you can assess which node a learner has completed, and use this to identify the next logical step in their learning, ensuring the difficulty level is always appropriate.

Using learning graphs to support analysis

Another benefit of learning graphs is that they can be combined with lots of other frameworks, for example, Bloom’s taxonomy. This allows you to better assess and validate the learning journeys you have designed, and ensure that they are suitably accessible, challenging, and relevant for your learners.

There are a number of ways that you could link your learning graphs to other frameworks, such as annotating nodes with extra information, or using colour coding.

As well as working with learning graphs for specific learning 晚秋电影未删减完整版s, you can connect multiple learning graphs together and analyse how they intersect. This can help identify inconsistencies between connected sequences of lessons. It can also help uncover broader themes of progression and highlight alternative learning pathways you might not have considered.

Find out more about learning graphs

If you’d like to find out more about learning graphs, you can download our Pedagogy Quick Read for free.

To find out more about how we use learning graphs when planning 晚秋电影未删减完整版 resources at the 曰曰摸日日碰夜夜爽歪歪, take a look at our teaching and learning design principles.

The post How to strategically plan your 一日本道a高清免费播放 晚秋电影未删减完整版 appeared first on 曰曰摸日日碰夜夜爽歪歪.