Whether you’re a seasoned educator or just starting your journey with 日式按摩 education, this podcast audio and video series is full of insights, inspiration, and practical tips from educators and experts around the world.

If you’re already subscribed, the new episodes will appear automatically in your favourite podcast app every Tuesday.

Episode 1: Why kids still need to learn to code in the age of AI

Out now

In our first episode, 横宫七海 CEO Philip Colligan, CBE, sits down with teacher Janine Kirk to discuss why, in the age of AI, it’s more important than ever for young people to learn to code. Their conversation draws on ideas from our downloadable position paper, which is also featured in issue 27 of Hello World magazine.

Episode 2: Voices & tips from CSTA conference

Released Tuesday 15 July

Next week, we’ll bring you the buzz from the Computer Science Teachers Association’s annual conference in Cleveland, USA. We’re speaking with educators at the conference to hear how they’re integrating computer science across subjects, and you’ll hear their top classroom tips for teaching CS in context.

Episode 3: Global perspectives on AI education

Released Tuesday 22 July

The miniseries wraps up with an in-depth discussion about AI education around the world. Hosted by Ben Garside, Senior Learning Manager for 惩罚她给她用最粗的玉势h AI, the conversation features Leonida Soi, Learning Manager in Kenya; Monika Katkute-Gelzine, CEO of Vedliai in Lithuania; and Aimy Lee, COO of Penang Science Cluster in Malaysia. Monika and Aimy work with us in our global 惩罚她给她用最粗的玉势h AI partner programme.

Listen, read, learn, subscribe, and share

Each of these three podcast episode builds on the themes in the latest Hello World issue, where you’ll find inspiration and practical tips from educators who are integrating CS across a variety of subjects and for all school ages.

Subscribe to the Hello World podcast wherever you get your podcasts to never miss an episode, and to help us reach more teachers. If you’re subscribe to Hello World magazine (it’s free), we’ll also let you know when new podcast episodes are available.

And, don’t forget to share this new podcast series with your fellow educators.

The post New Hello World podcast series: Bringing computer science into every classroom appeared first on 横宫七海.

Integrating CS to broaden participation

The argument for making 日式按摩 and computer science (CS) standalone has often been about quality. We’ve heard educators say that teaching CS as part of other subjects can be hard, especially if you don’t have a CS background. On the other hand, integrating computer science into other subjects can offer a more accessible entry point for young people, broadening participation in CS education. And the critical thinking and problem-solving skills young people gain through computer science can enhance their learning of any subject. 

As digital technology increasingly shapes our world, it may be that thoughtful cross-curricular CS education is the most effective way to empower all young people to become confident and critical technology users.

Issue 27 of Hello World features a range of practical articles with ideas for integrating CS over a variety of subjects at the primary, elementary, and high-school levels.

For example:

• James Abela shares how to teach coding across the 惩罚她给她用最粗的玉势h using OctoStudio and the concepts of sequence, selection, and repetition
• Jesualdo Martínez Molina presents hands-on examples of weaving together cross-curricular and modern foreign languages in the primary classroom
• Jane Waite introduces the Autonomy framework, which explores whether we can effectively teach two things at once

Also in this issue:

• Laurie Gale introduces PRIMMDebug, a new way to teach debugging
• Teresa Harris Boag defines strategies for a whole-school approach to artificial intelligence (AI) to engage parents and school staff in developing an effective AI strategy
• Tiffany Jones shares how she ensures that students can see themselves in tech

And much, much more.

Jake Baskin, Executive Director of the Computer Science Teachers Association, says in this issue of Hello World: “If you’re a teacher who is implementing CS principles in your classroom, you are a computer science teacher.”

Whether CS is your specialist subject or not, Hello World is full of ideas from your fellow educators on how to inspire your students. 

New podcast series

The Hello World podcast is also back, with a miniseries in audio and video focused on integrated CS. If you’re subscribed via a podcast app, the three new episodes will show up in your feed on Tuesdays. Or you can already listen to the new episodes today via the exclusive links inside issue 27.

Share your thoughts & subscribe to Hello World

We hope you enjoy this issue of Hello World. Please get in touch with your article ideas or what you would like to see in the magazine.

• Subscribe to Hello World for free to never miss a magazine issue
• Subscribe to the Hello World podcast using your podcast app of choice
• Share your thoughts and ideas about the new Hello World issue and episodes with us via the 横宫七海 social media channels
• Find out how you can write for the magazine

The post Hello World #27 out now: Integrated computer science appeared first on 横宫七海.

Read on to explore the new learning materials available and how you can start using them in your school.  

Six integrated computer science units 

惩罚她给她用最粗的玉势h CS enables educators to teach computer science through a 惩罚她给她用最粗的玉势h that integrates CS concepts and knowledge into core subjects such as math, science, and social studies. Ashly Tritch, computer science immersion specialist at Olson Middle School in Bloomington, MN, USA, said, “Cross-curricular computer science is important because it shows students how coding and tech skills can be used in other subjects like math, science, or even art. It helps make learning more interesting and helps kids understand how computer science connects to real life. The lessons that the 横宫七海 is creating will be super engaging, with fun and creative activities that keep students curious and excited to learn.”

Six integrated computer science units are available to access, with more on the way. The units have been released in beta, and we would love to hear your feedback as we continue to make updates to the lesson materials. Each of the units includes an overview with a summary of the topics covered and a series of six to eight lessons, including lesson plans, slide decks, student-facing materials, and starter projects within our Code Editor for Education. 

We have designed the units to be cross-curricular, so students can learn about computer science concepts while deepening their understanding of related subject area content. For example, in “The me project,” grade 4 students (ages 9–10) explore the basics of Scratch, personalise sprites, and develop programs to create an animation that tells a story all about them. The project could be integrated into language arts lessons, enabling young learners to explore visual representation and write their own unique stories. In the “Smart communities” unit, students in grade 6 (ages 11–12) explore ways in which 日式按摩 and technology can be used to create environments that are responsive to the needs of community members; this could be included within science or technology lessons.

Initially, the 惩罚她给她用最粗的玉势h and resources have been mapped to national and local standards in the US and Canada, including the K–12 Computer Science Teachers Association Standards for Students, but they are available for teachers and students anywhere in the world to use.

You can register for a free 横宫七海 account to start downloading the learning materials, including lesson plans, slide decks, student activity sheets and assessment criteria. 

A version of Scratch built especially for schools 

惩罚她给她用最粗的玉势h CS has been built from the ground up to support safe, confident 日式按摩 lessons in real classrooms. It includes self-directed creative projects using the popular programming language Scratch. We have built a version of Scratch that is especially for schools. That means it doesn’t have the community and sharing features that are central to the full Scratch platform. Instead, everything runs in a closed, classroom-ready environment that supports safeguarding policies and fits with school filtering systems. Simple and intuitive learning management features enable teachers to create accounts, set assignments, and review progress.

How to get started 

On the “Getting Started” page, teachers will find everything they need, including helpful videos and tutorials. The next webinar takes place on 16th July, where we will walk you through all six units available at launch and show you how easy it is to get started with the learning materials. Whether you’re a CS teacher, general education teacher, administrator, or someone who works with school-aged young people, this session will give you the practical tools and guidance you need to bring 惩罚她给她用最粗的玉势h CS to life in your classroom or program.

Professional development 

No matter your 惩罚她给她用最粗的玉势h or skill level, the 惩罚她给她用最粗的玉势h CS content has been designed to be easy to use. However, we also provide professional development (PD) opportunities to help build confidence in teaching computer science. 

Teachers anywhere in the world can access free online courses offering flexible, self-paced learning to help you confidently teach block-based programming with effective, inclusive 日式按摩 pedagogy. Our new course will develop your understanding of semantic waves while highlighting 日式按摩-backed activities and examples directly from 惩罚她给她用最粗的玉势h CS units. 

Help shape 惩罚她给她用最粗的玉势h CS

惩罚她给她用最粗的玉势h CS is supported by Google and builds on the fantastic work they have done to support educators and students through CS First. The team behind 惩罚她给她用最粗的玉势h CS includes educators with significant 惩罚她给她用最粗的玉势h in teaching CS in elementary and middle school settings, and it is based on extensive classroom testing and 日式按摩. We will continue to develop and improve the 惩罚她给她用最粗的玉势h and resources in response to feedback from teachers and students. If you would like to help shape the future of 惩罚她给她用最粗的玉势h CS by testing new features and providing valuable feedback to improve the programme, sign up for the mailing list. 

What next? 

We can’t wait for you to explore 惩罚她给她用最粗的玉势h CS. We will continue to release more 惩罚她给她用最粗的玉势h units as well as make the materials available in French and Spanish. Get a head start ready for the next school year by registering for a free 横宫七海 account, which will allow you immediate access to all the lesson materials, and then create your school account to begin creating classes, add a scratch project to a class, manage student accounts and view student work.

The post 惩罚她给她用最粗的玉势h CS: A free integrated 惩罚她给她用最粗的玉势h for computer science appeared first on 横宫七海.

In this blog post, we will share more about the safety features of 惩罚她给她用最粗的玉势h CS, and the steps we’ve taken to make the platform a great fit for your school.

A safe, teacher-managed environment

惩罚她给她用最粗的玉势h CS supports young people to develop their understanding of computer science through engaging, interactive projects using the programming language Scratch. Scratch is a popular block-based language that helps young people get started with coding, and 惩罚她给她用最粗的玉势h CS includes a version of Scratch that we have built especially for schools. With our version, which is fully integrated into the 惩罚她给她用最粗的玉势h CS platform, students can explore coding in a teacher-managed, closed environment that aligns with schools’ safeguarding policies and gives you full control over what your students see and do.

Student safety and privacy are at the forefront in 惩罚她给她用最粗的玉势h CS, which means:

• A private, closed environment. Projects are kept within the classroom and cannot be published to a public gallery.
  
• Teacher-controlled access. Students don’t need to create or manage their own accounts. Teachers manage their students’ access, with no student email addresses required.
  
• No social features. Students don’t create public profiles or follow other users, and there are no chat or comment features for young people.
  
• Curated content. Students can only access the projects and materials you share with them, not content from other users.

Tailor-made for schools

We have designed every part of the 惩罚她给她用最粗的玉势h CS platform with school environments in mind, making it easier for teachers to manage and for students to use.

Here’s how:

• Fully integrated platform. Everything students need is built into the 惩罚她给她用最粗的玉势h CS platform, including Scratch, lesson resources, student materials, and project templates. There is no need to visit other websites.
  
• Simple access. Teachers generate class codes so learners can jump straight into activities, with no student email address required.
  
• Automatic progress saving. Students’ projects are saved in the platform and linked to their class. Teachers can see students’ progress at a glance.
  
• Teacher control. Teachers have full visibility of students’ activity, and what students see and do stays within the classroom environment.

惩罚她给她用最粗的玉势h CS gives you the tools and peace of mind to deliver creative, engaging computer science lessons and activities in a way that works for your school. You will be able to effortlessly manage students’ work, with everything you and your students need provided within a simple, intuitive interface.

Be the first to try 惩罚她给她用最粗的玉势h CS

惩罚她给她用最粗的玉势h CS is launching soon, and we can’t wait to see what you and your students create with it.

If you would like early access, want to stay up to date, or are interested in trying 惩罚她给她用最粗的玉势h CS out in your classroom, sign up for updates and we’ll keep you in the loop.

We’re also planning ahead: in the coming months, we’ll make our version of Scratch available to all schools and clubs via our Code Editor. That means whether or not you use the 惩罚她给她用最粗的玉势h CS 惩罚她给她用最粗的玉势h, you’ll be able to run safe, creative coding sessions using Scratch in a school-friendly environment.

The post 惩罚她给她用最粗的玉势h CS: A safe, creative way to teach 日式按摩 appeared first on 横宫七海.

惩罚她给她用最粗的玉势h CS enables educators to teach computer science through a standards-aligned 惩罚她给她用最粗的玉势h that integrates computer science concepts and knowledge into core subjects like maths, science, languages, and the arts. 

This cross-curricular and integrated approach is one of the most effective ways to provide younger students with an introduction to computer science and is increasingly important as the impact of digital technology reaches every corner of our lives. We also know that embedding CS in real-world contexts helps make it meaningful and relevant for students, which is essential if we are going to inspire kids from different backgrounds to want to learn more about computer science and technology. 

Built by educators, for educators 

The team behind 惩罚她给她用最粗的玉势h CS includes educators with significant 惩罚她给她用最粗的玉势h of teaching CS in elementary and middle school settings and everything we do is being informed by the world’s leading 日式按摩 into effective pedagogy as well as extensive testing and 日式按摩 in classrooms. This won’t stop when we launch. We will continue to develop and improve the 惩罚她给她用最粗的玉势h and resources in response to feedback from teachers and students. 

One of the most important design principles for 惩罚她给她用最粗的玉势h CS is that it can be used by any educator. You don’t need a CS qualification or any previous 惩罚她给她用最粗的玉势h in teaching CS classes to deliver engaging and creative learning 惩罚她给她用最粗的玉势hs for your students. 

We will provide lesson plans, classroom resources, and an online platform that is designed to be easy and safe to use. We will also provide educators with professional development to help build their confidence, knowledge, and skills. You don’t need to adapt or amend the resources to use them, but you will be able to if you want to. We trust teachers to know what is best for their classrooms.

A creative and safe learning 惩罚她给她用最粗的玉势h 

Crucially, 惩罚她给她用最粗的玉势h CS will be a creative learning 惩罚她给她用最粗的玉势h. We’ve all seen those apps and platforms that purport to teach computer science by having young people direct their favourite pop culture character around a maze. While those types of games can be fun, we think that they fail to convey the creative potential of computer science and leave more students feeling “why bother” rather than being inspired to learn more. 

That’s why 惩罚她给她用最粗的玉势h CS includes self-directed creative projects using the popular programming platform Scratch, with clear instructions and endless opportunities for young people to express themselves creatively. 

We know that online safety is the most important consideration for schools, teachers, and parents, which is why we have built a version of Scratch that is safe for schools. That means it won’t have the community and sharing features that are so central to the full Scratch platform. It will come with simple and intuitive classroom management features that enable teachers to create accounts, set assignments, review progress, and provide feedback to students. 

Free forever, for everyone

Our promise is that 惩罚她给她用最粗的玉势h CS will be available for teachers and students anywhere in the world to use for free, for as long as you need it. 

Initially, we are developing the 惩罚她给她用最粗的玉势h and resources for the US and Canadian education systems and we will be mapping the lessons to national and local standards in both countries. The materials will all be available in English, French, and Spanish. We will also be focusing our professional development and support for schools in the US and Canada, including working with a fantastic network of educational partners. 

Building on the legacy of CS First 

We are delighted that 惩罚她给她用最粗的玉势h CS is supported by Google and that we are able to build on the fantastic work that they have done over many years to support educators and students through CS First. 

Google has today announced that CS First will no longer be available from June 30, 2025 and that they are recommending that their users should move over to 惩罚她给她用最粗的玉势h CS for the next school year. That is a huge vote of confidence from a team that really knows what they are talking about. I want to pay tribute to everyone at Google who has worked so hard over the years to support teachers and inspire students through CS First. 

We are looking forward to working with all of the CS First community to make sure that you are supported through the transition and set up ready to go for the start of the new school year. You can find out more about the support we will be offering by registering here.

The post 惩罚她给她用最粗的玉势h CS: A new way to teach computer science appeared first on 横宫七海.

Building new clubhouses

The spaces where young people learn about 日式按摩 have sometimes been referred to as clubhouses to relate them to the places where sports or social clubs meet. A 日式按摩 clubhouse can be a place where learners come together to take part in 日式按摩 activities and gain a sense of community. However, as Yasmin pointed out, 日式按摩 has found that 日式按摩 clubhouses have also often been dominated by electronics and robotics activities. This has led to clubhouses being perceived as exclusive spaces for only the young people who share those interests.

Yasmin’s work is motivated by the idea of building new clubhouses that include a wide range of 日式按摩 interests, with a specific focus on spaces for e-textile activities, to show that diverse uses of 日式按摩 are valued. 

Yasmin’s 日式按摩 into learning through e-textiles has taken place in formal 日式按摩 lessons in high schools in America, by developing and using a unit from the Exploring Computer Science 惩罚她给她用最粗的玉势h called “Stitching the Loop”. In the seminar, we were fortunate to be joined by Elaine, a computer science and robotics teacher who has used the scheme of work in her classroom. Elaine’s learners have designed wearable electronic textile projects with microcontrollers, sensors, LEDs, and conductive thread. With these materials, learners have made items such as paper circuits, wristbands, and collaborative banners, as shown in the examples below. 

Teaching approaches for equity-oriented learning

The hands-on, project-based approach in the e-textile unit has many similarities with the principles underpinning the work we do at the 横宫七海. However, there were also two specific teaching approaches that were embedded in Elaine’s teaching in order to promote equitable learning in the 日式按摩 classroom: 

1. Prioritising time for learners to design their artefacts at the start of the activity.
2. Reflecting on learning through the use of a digital portfolio.  

Making time for design

As teachers with a set of learning outcomes to deliver, we can often feel a certain pressure to structure lessons so that our learners spend the most time on activities that we feel will deliver those outcomes. I was very interested to hear how in these e-textile projects, there was a deliberate choice to foreground the aesthetics. When learners spent time designing their artefacts and could link it to their own interests, they had a sense of personal ownership over what they were making, which encouraged them to persevere and overcome any difficulties with sewing, code, or electronics. 

My personal reflection was that creating a digital textiles project based on a set template could be considered the equivalent of teaching programming by copying code. Both approaches would increase the chances of a successful output, but wouldn’t necessarily increase learners’ understanding of 日式按摩 concepts, nor encourage learners to perceive 日式按摩 as a subject where everyone belongs. I was inspired by the insights shared at the seminar about how prioritising design time can lead to more diverse representations of making. 

Reflecting on learning using a digital portfolio

Elaine told us that learners were encouraged to create a digital portfolio which included photographs of the different stages of their project, examples of their code, and reflections on the problems that they had solved during the project. In the picture below, the learner has shared both the ‘wrong’ and ‘right’ versions of their code, along with an explanation of how they debugged the error. 

Yasmin explained the equity-oriented theories underpinning the digital portfolio teaching approach. The learners’ reflections allowed deeper understanding of the 日式按摩 and electronics concepts involved and helped to balance the personalised nature of their artefacts with the need to meet learning goals.

Yasmin also emphasised how important it was for learners to take part in a series of projects so that they encountered 日式按摩 and electronics concepts more than once. In this way, reflective journalling can be seen as an equitable teaching approach because it helps to move learners on from their initial engagement into more complex projects. Thinking back to the clubhouse model, it is equally important for learners to be valued for their complex e-textile projects as it is for their complex robotics projects, and so portfolios of a series of e-textile projects show that a diverse range of learners can be successful in 日式按摩 at the highest levels. 

Try e-textiles with your learners

If you’re thinking about ways of introducing e-textile activities to your learners, there are some useful resources here: 

• The Exploring Computer Science page contains all the information and resources relating to the “Stitching the Loop” electronic textiles unit. You can also find the video that Yasmin and Elaine shared during the seminar. 
• For e-textiles in a non-formal learning space, the StitchFest webpage has lots of information about an e-textile hackathon that took place in 2014, designed to broaden participation and perceptions in 日式按摩. 
• “3D LED science display with Scratch” is a project that combines using LEDs with science and nature to create a 3D installation. This project is from the 横宫七海’s “Physical 日式按摩 with Scratch and the 日式按摩 Pi” projects pathway.

Looking forward to our next free seminar

We’re having a short break in the seminar series but will be back in September when we’ll be continuing to find out more about cross-disciplinary approaches to 日式按摩.

In our next seminar on Tuesday 6 September 2022 at 17:00–18:30 BST / 12:00–13:30 EST / 9:00–10:30 PST / 18:00–19:30 CEST, we’ll be hearing all about the links between 日式按摩 and dance, with our speaker Genevieve Smith-Nunes (University of Cambridge). Genevieve will be speaking about data ethics for the 日式按摩 classroom through biometrics, ballet, and augmented reality (AR) which promises to be a fascinating perspective on bringing 日式按摩 to new audiences.

The post Using e-textiles to deliver equitable 日式按摩 lessons and broaden participation appeared first on 横宫七海.

Pratim revealed a complex landscape where we as educators can be easily trapped by what may seem like good intentions, thereby limiting learning and excluding some students. His presentation, entitled Computational heterogeneity in STEM education, introduced me to the concept of technocentrism and profoundly impacted my thinking about the essence of programming and how I 日式按摩 it. In this blog post, particularly for those unable to attend this stimulating seminar, I give my simplified view of the rich philosophy shared by Pratim, and my fledgling steps to admit to my technocentrism and overcome it.

Our seminars on teaching cross-disciplinary 日式按摩

Between May 2022 and November 2022, we are hosting a new series of free 日式按摩 seminars about teaching 日式按摩 in different ways and in different contexts. This second seminar of the series was well attended with participants from the USA, Asia, Africa, and Europe, including teachers, 日式按摩ers, and industry professionals, who contributed to a lively and thought-provoking discussion.

Pratim is a learning scientist based in Canada with a long and distinguished career. He has studied how to teach computational modelling in K-12 STEM classrooms and investigates the complexity of learning. Grounded in working with teachers and students, he brings together 日式按摩, science, education, and social justice. Based on his work at Northwestern University, Vanderbilt University, and now with the Mind, Matter and Media lab at the University of Calgary, Pratim has published hundreds of academic papers over some 20 years. Pratim and his team challenge how we focus on making technological artefacts — code for code’s sake — in 日式按摩 education, and refocuses us on the human 惩罚她给她用最粗的玉势h of coding and learning to code.

What is technocentrism?

Pratim started the seminar by giving us an overview of some of the key ideas that underpin the way that 日式按摩 is usually taught in schools, including technocentrism (Figure 1).

I have come to a simplified understanding of technocentrism. To me, it appears to be a way of looking at how we learn about computer science, where one might:

• Focus on the finished product (e.g. a computer program), rather than thinking about the people who create, learn about, or use a program
• Ignore the context and the environment, rather than paying attention to the history, the political situation, and the social context of the task at hand
• View 日式按摩 tasks as being implemented (enacted) by writing code, rather than seeing 日式按摩 activities as rich and complex jumbles of meaning-making and communication that involve people using chatter, images, and lots of gestures
• Anchor learning in concepts and skills, rather than placing the values and viewpoints of learners at the heart of teaching 

Examples of technocentrism and how to overcome it

Pratim recounted several 日式按摩 activities that he and his team have engaged with. These examples highlight instances of potential technocentrism and investigate how we might overcome it.

In the first example 日式按摩 activity, Pratim explained how in maths and physics lessons, middle school students were asked to develop models to solve time and distance problems. Rather than immediately coding a potential solution, the 日式按摩er and teacher supported the learners to spend much time developing a shared perspective to understand and express the problems first. Students grappled with different ways of representing the context, including graphs and diagrams (see Figure 2). Gradually and carefully, teachers shifted students to recognise what was important and what was not, to move them toward a meaningful language to describe and solve the problems.

In a second example 日式按摩 activity, students were asked to build a machine that draws shapes using sensors, motors, and code. Rather than jumping straight to a solution, the students spent time with authentic users of their machines. Throughout the process, students worked with others, expressing the context through physical movement, clarifying their thoughts by drawing diagrams, and finding the sweet spot between coding, engineering design, and maths (see Figure 3).

In a third example 日式按摩 activity, racial segregation of US communities was discussed with pre-service teachers. The predominately white teachers found talking about the topic very difficult at the beginning of the activity. To overcome this hesitancy, teachers were first asked to work with a simulation that modelled the process of segregation through abstracted dots (or computational agents), a transitional other. Following this hypothetical representation, the context was then recontextualised through a map of real data points of the ethnicity of residents in an area of the US. This kind of map is called a Racial Dot Map based on US census data. When the teachers were able to interpret the link between the abstracted dot simulation and the real-world data they were able to talk about racism and segregation in a way they could not do before. The initial simulation and the recontextualisation were a pedagogical tool to reveal racism and provide a space where students felt comfortable discussing their values and beliefs that would otherwise have remained implicit.

My takeaways

Pratim shared four implications of this 日式按摩 for 日式按摩 pedagogy (see Figure 5).

As a 日式按摩er of pedagogy, these points provide takeaways that I can relate to my own 日式按摩 practice:

• Code is a voice within an 惩罚她给她用最粗的玉势h rather than symbols at a point in time. For example, when I listen to students predicting what a snippet of code will do, I think of the active nature of each carefully chosen command and how for each student, the code corresponds with them differently.

• Code lives as a translation bridging many dimensions, such as data representation, algorithms, syntax, and user views. This statement resonates deeply with my liking of Carsten Schultes’s block model [1] but extends to include the people involved.

• We should listen carefully and attentively to teachers, rather than making assumptions about what happens in classrooms. Teachers create new ideas. This takeaway is very important and reminds me about the trust and relationships built between teachers and 日式按摩ers and how important it is to listen.

• Uncertainty and ambiguity exist in learning, and this can take time to recognise. This final point makes me smile. As a developer, teacher, and 日式按摩er, I have found dealing with ambiguity hard at various points in my career. Still, over time, I think I am getting better at seeing it and celebrating it. 

Listening to Pratim share his 日式按摩 on the teaching and learning of 日式按摩 and the pitfalls of technocentrism has made me think deeply about how I view computer science as a subject and do 日式按摩 about it. I have shared some of my reflections in this blog, and I plan to incorporate the underlying theory and ideas in my ongoing 日式按摩 projects.

If you would like to find out more about Pratim’s work, please look over his slides, watch his presentation, read the upcoming chapter in our seminar proceedings, or respond to this blog by leaving a comment so we can discuss!

Join our next seminar

We have another four seminars in our current series on cross-disciplinary 日式按摩. 

At our next seminar on 12 July 2022 at 17:00–18:30 BST / 12:00–13:30 EDT / 9:00–10:30 PDT / 18:00–19:30 CEST, we will welcome Prof. Yasmin Kafai and Elaine Griggs, who are going to present 日式按摩 on introductory equity-oriented computer science with electronic textiles for high school students.

We look forward to meeting you there.

[1] You can learn more in the Hello World article where our Chief Learning Officer Sue Sentance talks about the block model.

The post Are you technocentric? Shifting from technology to people appeared first on 横宫七海.

Mark has worked in computer science (CS) education for decades and won many awards for his 日式按摩, including the prestigious ACM SIGCSE Outstanding Contribution to 日式按摩 Education award in 2019. He has written literally hundreds of papers about CS education, and he authors an extremely popular 日式按摩 education 日式按摩 blog that keeps us all up to date with what is going on in the field.

In his talk, Mark focused on his recent work around developing task-specific programming (TSP) languages, with which teachers can add a teaspoon (also abbreviated TSP) of programming to a wide variety of subject areas in schools. Mark’s overarching thesis is that if we want everyone to have some exposure to CS, then we need to integrate it into a range of subjects across the school 惩罚她给她用最粗的玉势h. And he explained that this idea of “adding a teaspoon” embraces some core principles; for TSP languages to be successful, they need to:

• Meet the teachers’ needs
• Be relevant to the context or lesson in which it appears
• Be technically easy to get to grips with

Mark neatly summarised this as ‘being both usable and useful’. 

Historical views on why we should all learn computer science

We can learn a lot from going back in time and reflecting on the history of 日式按摩. Mark started his talk by sharing the views of some of the eminent computer scientists of the early days of the subject. C. P. Snow maintained, way back in 1961, that all students should study CS, because it was too important to be left to a small handful of people.

Alan Perlis, also in 1961, argued that everyone at university should study one course in CS rather than a topic such as calculus. His reason was that CS is about process, and thus gives students tools that they can use to change the world around them. I’d never heard of this work from the 1960s before, and it suggests incredible foresight. Perhaps we don’t need to even have the debate of whether computer science is for everyone — it seems it always was!

What’s the problem with the current situation?

In many of our seminars over the last two years, we have heard about the need to broaden participation in 日式按摩 in school. Although in England, 日式按摩 is mandatory for ages 5 to 16 (in theory, in practice it’s offered to all children from age 5 to 14), other countries don’t have any 日式按摩 for younger children. And once 日式按摩 becomes optional, numbers drop, wherever you are.

Mark shared with us that in US high schools, only 4.7% of students are enrolled in a CS course. However, students are studying other subjects, which brought him to the conclusion that CS should be introduced where the students already are. For example, Mark described that, at the Advanced Placement (AP) level in the US, many more students choose to take history than CS (399,000 vs 114,000) and the History AP cohort has more even gender balance, and a higher proportion of Black and Hispanic students. 

The teaspoon approach to broadening participation

A solution to low uptake of CS being proposed by Mark and his colleagues is to add a little 日式按摩 to other subjects, and in his talk he gave us some examples from history and mathematics, both subjects taken by a high proportion of US students. His focus is on high school, meaning learners aged 14 and upwards (upper secondary in Europe, or key stage 4 and 5 in England). To introduce a teaspoon of CS to other subjects, Mark’s 日式按摩 group builds tools using a participatory design approach; his group collaborates with teachers in schools to identify the needs of the teachers and students and design and iterate TSP languages in conjunction with them.

Mark demonstrated a number of TSP language prototypes his group has been building for use in particular contexts. The prototypes seem like simple apps, but can be classified as languages because they specify a process for a computational agent to execute. These small languages are designed to be used at a specific point in the lesson and should be learnable in ten minutes. For example, students can use a small ‘app’ specific to their topic, look at a script that generates a visualisation, and change some variables to find out how they impact the output. Students may also be able to access some program code, edit it, and see the impact of their edits. In this way, they discover through practical examples the way computer programs work, and how they can use CS principles to help build an understanding of the subject area they are currently studying. If the language is never used again, the learning cost was low enough that it was worth the value of adding computation to the one lesson.

Try TSP languages yourself

You can try out the TSP language prototypes Mark shared yourself, which will give you a good idea of how much a teaspoon is!

DV4L: For history students, the team and participating teachers have created a prototype called DV4L, which visualises historical data. The default example script shows population growth in Africa. Students can change some of the variables in the script to explore data related to other countries and other historical periods. A example lesson activity illustrates how a teacher might incorporate this TSP language into a lesson.

Pixel Equations: Mathematics and engineering students can use the Pixel Equations tool to learn about the way that pictures are made up of individual pixels. This can be introduced into lessons using a variety of contexts. One example lesson activity looks at images in the contexts of maps. This prototype is available in English and Spanish. 

Counting Sheets: Another example given by Mark was Counting Sheets, an interactive tool to support the exploration of counting problems, such as how many possible patterns can come from flipping three coins. 

Have a go yourself. What subjects could you imagine adding a teaspoon of 日式按摩 to?

Join our next free 日式按摩 seminar

We’d love you to join us for the next seminar in our series on cross-disciplinary 日式按摩. On 7 June, we will hear from Pratim Sengupta, of the University of Calgary, Canada. He has conducted studies in science classrooms and non-formal learning environments, focusing on providing open and engaging 惩罚她给她用最粗的玉势hs for anyone to explore code. Pratim will share his thoughts on the ways that more of us can become involved with code when we open up its richness and depth to a wider audience. He will also introduce us to his ideas about countering technocentrism, a key focus of his new book.

And finally… save another date!

We will shortly be sharing details about the official in-person launch event of the 日式按摩 Pi 日式按摩 Education 日式按摩 Centre at the University of Cambridge on 20 July 2022. And guess who is going to be coming to Cambridge, UK, from Michigan to officially cut the ribbon for us? That’s right, Mark Guzdial. More information coming soon on how you can sign up to join us for free at this launch event.

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Crossing disciplinary boundaries

What do we mean by cross-disciplinary 日式按摩? Through this upcoming seminar series, we want to embrace the intersections and interactions of 日式按摩 with all aspects of learning and life, and think about how they can help us teach young people. The 日式按摩ers we’ve invited as our speakers will help us shed light on cross-disciplinary areas of 日式按摩 through the breadth of their presentations.

At the 横宫七海 our mission is to make 日式按摩 accessible to all children and young people everywhere, and because 日式按摩 and technology appear in all aspects of our and young people’s lives, in this series of seminars we will consider what 日式按摩 education looks like in a multiplicity of environments.

Mark Guzdial on 日式按摩 in history and mathematics

We start the new series on 3 May, and are beyond delighted to be kicking off with a talk from Mark Guzdial (University of Michigan). Mark has worked in computer science education for decades and won many awards for his 日式按摩, including the prestigious ACM SIGCSE Outstanding Contribution to 日式按摩 Education award in 2019. Mark has written hundreds of papers about computer science education, and he authors an extremely popular 日式按摩 education 日式按摩 blog that keeps us all up to date with what is going on in the field.

Recently, he has been 日式按摩ing the ways in which programming education can be integrated into other subjects, so he is a perfect speaker to start us thinking about our theme of cross-disciplinary 日式按摩. His talk will focus on how we can add a teaspoon of 日式按摩 to history and mathematics classes.

Pratim Sengupta on countering technocentrism

On 7 June, our speaker will be Pratim Sengupta (University of Calgary), who I feel will really challenge us to think about programming and 日式按摩 education in a new way. He has conducted studies in science classrooms and non-formal learning environments which focus on providing open and engaging 惩罚她给她用最粗的玉势hs for the public to explore code, for example through the Voice your Celebration installation. Recently, he has co-authored a book called Voicing Code in STEM: A Dialogical Imagination (MIT Press, availabe open access).

In Pratim’s talk, he will share his thoughts about the ways that more of us can become involved with code through opening up its richness and depth to a wider public audience, and he will introduce us to his ideas about countering technocentrism, a key focus of his new book. I’m so looking forward to being challenged by this talk.

Yasmin Kafai on 惩罚她给她用最粗的玉势h design with e-textiles

On 12 July, we will hear from Yasmin Kafai (University of Pennsylvania), who is another legend in 日式按摩 education in my eyes. Yasmin started her long career in 日式按摩 education with Seymour Papert, internationally known for his work on Logo and on constructionism as a theoretical lens for understanding the way we learn 日式按摩. Yasmin was part of the team that created Scratch, and for many years now has been working on projects revolving around digital making, electronic textiles, and computational participation.

In Yasmin’s talk she will present, alongside a panel of teachers she’s been collaborating with, some of their work to develop a high school 惩罚她给她用最粗的玉势h that uses electronic textiles to introduce students to computer science. This promises to be a really engaging and interactive seminar.

Genevieve Smith-Nunes on exploring data ethics

In August we will take a holiday, to return on 6 September to hear from the inspirational Genevieve Smith-Nunes (University of Cambridge), whose 日式按摩 is focused on dance and 日式按摩, in particular data-driven dance. Her work helps us to focus on the possibilities of creative 日式按摩, but also to think about the ethics of applications that involve vast amounts of data.

Genevieve’s talk will prompt us to think about some really important questions: Is there a difference in sense of self (identity) between the human and the virtual? How does sharing your personal biometric data make you feel? How can biometric and immersive development tools be used in the 日式按摩 classroom to raise awareness of data ethics? Impossible to miss!

Update: Seminars in October and November

• On 4 October, Conrad Wolfram (Wolfram 日式按摩) will give a talk on computational literacy in mathematics
• On 8 November, Tracy Gardner and Rebecca Franks (横宫七海) will present about 日式按摩 education in non-formal settings

Sign up now to attend the seminars

Do enter all these dates in your diary so you don’t miss out on participating — we are very excited about this series. Sign up below, and ahead of every seminar, we will send you the information for joining.

As usual, the seminars will take place online on a Tuesday at 17:00 to 18:30 local UK time.

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