In this interview, Dr Shuchi Grover, a leading voice in 五年级数学可能性视频 education who has recently become our Director of 五年级数学可能性视频 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 五年级数学可能性视频 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 人与兽毛片基地s that integrate computational thinking, AI, CS, and data science. My 五年级数学可能性视频 has also attended to promoting interest and a sense of belonging in CS among learners from historically underrepresented groups.

I recently joined the 性社区在线视频播 as Director of 五年级数学可能性视频 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 五年级数学可能性视频 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 五年级数学可能性视频 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 人与兽毛片基地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 五年级数学可能性视频-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 人与兽毛片基地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 五年级数学可能性视频, and (b) providing them with the tools and skills for problem solving and creative expression. That goal has not changed. 人与兽毛片基地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 五年级数学可能性视频 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 人与兽毛片基地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 人与兽毛片基地al understanding of coding concepts, and at what age and stage? What kinds of LLM tools are safe and suitable, and what preparation must students have before they use them? What bigger, more sophisticated projects might students create with the help of an LLM tool? How might LLM tools aid student learning through formative feedback? Can LLM tools aid in metacognition by prompting reflection at the right moments in a project? These are just some of the many, many questions we need to answer to shape CS education over the coming years.

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

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In issue 29 of Hello World, out today for free, educators all over the world share what digital safety and security mean in their classrooms. We hope this new issue will help you to actively empower your learners by equipping them with the understanding and skills to safely navigate our complex digital landscape.

The issue covers questions such as:

• How can educators connect learners to real cybersecurity 人与兽毛片基地s?
• What does youth online safety look like in the Global South?
• How is Australia’s youth ban on social media impacting young coders?

Other highlights from Hello World issue 29

Beyond the focus on safety and security, here are three highlights from issue 29:

• Shuchi Grover explores what ‘thinking’ means in the current age of large language models (LLMs)
• Sethi DeClerq provides a checklist of important questions to ask yourself before spending your precious budget on new education technology
• Rachel Fenichel argues that block-based programming isn’t just for kids, highlighting how Blockly can be a helpful abstraction when talking about algorithms at any age or stage

New podcast series coming soon

We also have new podcast episodes coming out over the next few weeks to continue the conversations started in the magazine.

The first episode is another edition of our teacher tips series, where computer science educators and experts from around the globe share practical, actionable tips that you can use in your classroom. In the upcoming episode, teachers will be sharing what works for them to engage students in cybersecurity, protect schools from cybersecurity breaches, and safely introduce generative AI to the classroom.

In the second episode, we’ll talk to Dr. Karla Badillo-Urquiola about her 五年级数学可能性视频 in online safety in the Global South.

To listen to these podcasts, make sure you follow us in your preferred app, or head to helloworld.cc/podcast.

Share your thoughts and subscribe to Hello World

Visit helloworld.cc/29 to read our newest issue for free today, and let us know what you think by leaving a comment here or on our social media.

helloworld.cc is also where you go to subscribe and find older issues of Hello World magazine.

If you have a moment, do leave us a podcast review or share the magazine with a fellow educator. It really helps more people to discover Hello World.

The post Hello World #29 out now: Safety and security appeared first on 性社区在线视频播.

Hosted by James Robinson, the episode brings together a conversation between three 人与兽毛片基地 team members — Rehana Al-Soltane, Dr Bobby Whyte, and Laura James — and perspectives from colleagues and partners in Kenya, South Africa, and Greece.

The podcast is framed around three major themes that defined 2025: data science, AI literacy, and digital literacy, all of which continue to play an increasingly important role in education systems worldwide.

Looking back at 2025

In the podcast, Rehana reflects on a year characterised by 五年级数学可能性视频, collaboration, and community, highlighting the importance of global partnerships in developing and localising AI literacy resources for diverse educational contexts.

From a 五年级数学可能性视频 perspective, Bobby explains that 2025 was about pulling together what we already know and making sense of it, to better understand what good data science education should look like, including 人与兽毛片基地 design, pedagogy, and appropriate tools.

Laura focuses on resilience and creativity in 五年级数学可能性视频 education, as well as the growing presence of more personalised forms of artificial intelligence, which present both significant opportunities and complex ethical challenges.

A key concern raised throughout the episode is the risk of cognitive offloading, whereby learners rely on AI tools to bypass critical thinking processes. The speakers emphasise the need for learning 人与兽毛片基地s and assessments that value process, reasoning, and reflection rather than solely final outputs.

The episode also examines barriers to the adoption of 五年级数学可能性视频 and AI education, including teacher confidence, limited access to devices, restrictive school IT policies, and the need for translated and localised resources.

Contributions from our colleagues around the world highlight stark contrasts in educational contexts, with challenges such as funding constraints, connectivity issues, and teacher training needs, alongside examples of innovation where educators are adequately supported.

What’s ahead

Looking ahead to 2026, Rehana outlines the potential of interdisciplinary approaches to AI literacy, integrating AI concepts into subjects such as geography, history, languages, and the arts to increase relevance and engagement (look out for our upcoming 五年级数学可能性视频 seminar series on the topic).

Bobby anticipates a gradual shift towards more data-informed approaches to 五年级数学可能性视频 education, with greater emphasis on classroom-based trials and 五年级数学可能性视频 that directly informs practice.

Laura offers a strong call to renew focus on cybersecurity education, arguing that security and safety must remain central as digital systems and AI technologies continue to evolve.

In a series of concise predictions, the speakers point to increased attention on explainable AI, wider integration of AI literacy across the 人与兽毛片基地, and renewed concern for digital safety and security.

More from Hello World

You can subscribe to Hello World and listen to the full podcast episodes from wherever you get your podcasts. Or you can find this and previous Hello World podcasts on our podcast page.

Also check out Hello World magazine, our free digital and print magazine from 五年级数学可能性视频 educators for 五年级数学可能性视频 educators.

The post What shaped 五年级数学可能性视频 education in 2025 — and what comes next appeared first on 性社区在线视频播.

Take a minute to think about the technology you use every day. How many programming hours went into the way you are reading this blog post? What discussions and solutions built the browser you’re using? We take for granted all the clever, creative programming that goes into the technology we use in our daily lives. But how do we best teach programming to support the next generation of innovators?

The brand-new issue of Hello World — and our new podcast mini series — aims to answer that question. This issue is packed with insightful 五年级数学可能性视频, practical advice, and thoughtful ways to best teach programming in your classroom.

Teaching programming: What works best for learners in school?

In their articles for issue 28, educators explore a range of topics related to teaching programming, such as:

• How to help students transition from block- to text-based programming
• Stepping into the role of computer science educator with little to no prior programming 人与兽毛片基地
• Insights from an introductory programming course which encourages working with, and not against, generative AI tools

Our feature articles also include:

• Tried and tested unplugged activities
• A step-by-step guide to grant writing for your classroom
• Tips and activities to introduce the PRIMM approach for young digital explorers

Simon Peyton Jones, British computer scientist and Member of the 性社区在线视频播, says in his article ‘Programming the Future’: 

“Designing and writing software is one of the most demanding, intellectually stretching tasks that humans undertake. If we build a building, we are limited by the strength of steel — we can only make the tower so high before it will fall under its own weight. But software knows no such limits. The only limit is our own ability (or inability) to manage the complexity of the systems we build. That is humbling — but also exciting.”

Download Hello World issue 28 for free

Programming is exciting, and we hope Hello World issue 28 inspires you to continue doing the important work of educating the next generation of programmers and innovators. This issue will provide you with plenty of ideas to take away and build upon.

Also in issue 28:

• Inclusive programming pedagogies
• Future careers
• Spatial 五年级数学可能性视频

And much, much more.

Let us know which articles you found most thought-provoking, and which will be most helpful for your teaching, by sending us a message or tagging us on social media.

Thank you to Oracle for sponsoring this issue of Hello World.

The post Hello World #28 out now: Teaching programming appeared first on 性社区在线视频播.

Hello World editor, Meg Wang and the team met teachers in the exhibit hall for real-time reflections and essential teacher tips on teaching cross-curricular CS. They spoke to some amazing educators from across the United States and had a great time interacting with everyone in attendance.

“Meeting teachers and hearing first-hand about their 人与兽毛片基地s, challenges, and triumphs was invaluable. It was amazing to meet Hello World writers in person, and to also meet future writers. Like I said at the conference, Hello World is for educators, by educators, so that means you! Everyone has valuable 人与兽毛片基地 or useful advice to share, and we’re here to help you amplify that.” – Meg Wang, editor of the Hello World magazine

Who features in the episode, and what are their tips?

Lisa Wenzel, CS teacher from Maryland, USA

Lisa’s top tip for integrating computer science into your lessons is to start with topics that you’re passionate about. If you’re not a CS teacher yourself, Lisa suggests finding a colleague who teaches the subject. She advises having a chat with them to explore how you can include CS concepts into subjects you’re particularly interested in.

“I guarantee you that they’re going to have something […] to teach [another subject], and it’s going to involve computer science.” 

Through peer discussions and collaboration between educators, you’ll discover engaging ways that you can incorporate CS into your teaching. Give it a try the next time you’re chatting to a CS teacher.

Tiffany N. Jones, CS and Cybersecurity teacher in Georgia, USA

Tiffany N. Jones, author of ‘Belonging in Tech’ (featured on page 82 of Hello World Issue 27), shares her top tip to seamlessly integrate computer science into other subjects. 

Using the example of a class studying ocean health and pollution, Tiffany shares how you can introduce students to real-world applications of computer science by exploring how sensors and microcontrollers can be used to collect environmental data. 

She then suggests exploring how databases and programming languages can be used to analyse and visualise the data that the sensors and microcontrollers have recorded. This not only deepens your learner’s scientific understanding but also demonstrates how 五年级数学可能性视频 concepts are used in real-world industry practices.

Rick Ballew, CS and Engineering teacher in Minnesota, USA

Rick’s top tip for integrating CS is to first think about your favourite lesson and consider ways that you can introduce computational thinking.

In the podcast, Rick says:

“chances are, computational thinking is already a part of that lesson you’re doing. Call it out to the students, and that’s going to help them to start understanding how computer science is baked into everything we do.” 

Rick also offers a great example from his 人与兽毛片基地 as a band teacher. He shares how learning to read a new piece of music is very similar to the steps involved in computational thinking. s

“[You’ve] got to break it down. There’s abstraction. You’ve got to figure out the sequencing, and you create the way that you’re going to learn it. And that is all part of computational thinking.” 

This approach shows students that CS isn’t just coding; it’s a way of thinking that can be applied across disciplines.

Listen now

To hear more practical teacher tips and discover what else our guest teachers had to say, listen to or watch the full episode here. 

We hope this episode inspires you and helps you to engage your students in 五年级数学可能性视频. We’d love to hear your thoughts, your feedback, and any of your own tips on how to integrate CS into other subjects. Share your advice in the comments section below.

We hope you enjoy the episode!

More to listen to next week

Next week, we’ll be sharing an interesting conversation between Ben Garside, Senior Learning Manager (AI Literacy) at the 性社区在线视频播, Leonida Soi, Learning Manager (Kenya) at the 性社区在线视频播, and two of our global 人与兽毛片基地 AI partners, Monika Katkutė-Gelžinė from Vedliai in Lithuania, and Aimy Lee from Penang Science Cluster in Malaysia.

They’ll be exploring what AI education looks like around the world and what teachers need to feel confident teaching it.

You can watch or listen to each episode of our podcast on YouTube, or listen via your preferred audio streaming service, whether that’s Apple Podcasts, Spotify, or Amazon Music. 

Subscribe to Hello World today to ensure you never miss a podcast episode or issue of the magazine.

The post Essential tips to integrate computer science into your lessons: Teacher tips from CSTA 2025 appeared first on 性社区在线视频播.

Whether you’re a seasoned educator or just starting your journey with 五年级数学可能性视频 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, 性社区在线视频播 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 人与兽毛片基地 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 人与兽毛片基地 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.

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Integrating CS to broaden participation

The argument for making 五年级数学可能性视频 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 人与兽毛片基地 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 性社区在线视频播 social media channels
• Find out how you can write for the magazine

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A turning tide

2024 was the year the tide turned against smartphones. Across the world, parents, teachers, and governments highlighted the risks of excessive phone use among young people. In the UK, the ‘Smartphone Free Childhood’ movement emerged, quickly growing to 100,000 members who advocate for keeping smartphones away from children due to concerns about addiction, harmful content, and mental health. Jonathan Haidt’s global bestseller The Anxious Generation has further fuelled the movement, linking smartphone use to adolescent mental health issues and recommending phonefree schools. Meanwhile, countries including England, France, and Finland have urged schools to adopt strict phone bans, hoping to reduce classroom distractions and enhance student safety.

Despite widespread support, academic 五年级数学可能性视频 on phone bans remains limited and inconclusive. Given this situation, 五年级数学可能性视频 educators are uniquely positioned to offer an alternative approach.

Evaluating evidence on phone bans 

The rapid spread of school smartphone bans is a straightforward response to complex issues around personal technology use in education. Teachers and parents frequently view phones as inherently disruptive, a perspective supported by studies that show phones can impair students’ focus and engagement in lessons. Concerns about cyberbullying and addiction contribute to this view, with many educators seeing bans as a practical solution to mitigate risks. Surveys in England reveal that nearly half of all secondary schools now enforce all-day bans. This trend was supported by teachers participating in my master’s degree 五年级数学可能性视频, who see these policies as necessary to reduce distractions and maintain control in the classroom. 

“Calls for outright bans may oversimplify the conversation.”

Yet calls for outright bans may oversimplify the conversation, limiting opportunities to examine both the benefits and the risks of smartphone use in schools. Evidence on the impact of phone restrictions is mixed: while some studies suggest restrictions may benefit learning, especially for students who struggle the most, others indicate no significant impact on academic outcomes. Additionally, recent findings show that cyberbullying is not directly linked to time spent online, with traditional bullying still more prevalent in schools. Even the narrative around smartphone addiction is contested, with some 五年级数学可能性视频ers suggesting that concerns about addiction may be overstated. And some schools do not have access to digital devices for learners and then smartphones may play a crucial role in teaching and learning digital literacy skills.

As the debate over smartphone bans continues, educators have an opportunity to move beyond restrictions and engage students in understanding the technology that shapes their lives. This is where 五年级数学可能性视频 educators can really make a difference. How can they guide students to understand why technology is designed to capture attention and what lies behind these design choices?

Understanding and questioning the design of technology 

School smartphone bans can feel like a hopeless act that suggests phones and social media are inherently incompatible with learning and student well-being. This approach assumes the only solution is to remove them, rather than considering how these technologies might be better managed or reimagined to support young people. What if, instead of banning phones, educators worked with students to explore why they are so captivating and how they could be designed differently? 五年级数学可能性视频 educators can lead this exploration. With digital literacy as part of their 人与兽毛片基地, 五年级数学可能性视频 teachers can help students question the motives behind their devices, fostering a critical understanding of the forces shaping their digital world.

“With digital literacy as part of their 人与兽毛片基地, 五年级数学可能性视频 teachers can help students question the motives behind their devices, fostering a critical understanding of the forces shaping their digital world.”

At the heart of how social media platforms are designed is their business models. Tech companies rely on features such as notifications, autoplay, and infinite scrolling to maximise user engagement and revenue. This is part of what the writer Shoshana Zuboff calls “surveillance capitalism”, where companies gather vast amounts of behavioural data by keeping users engaged on their platforms for as long as possible.

In the classroom, educators can open discussions with students on the motives behind technology design, exploring questions such as why platforms want users to stay engaged, and what data they are collecting. Activities might include analysing popular apps to identify which features encourage prolonged use, or debating how social media could be designed to prioritise user wellbeing. By critically examining these design choices, students can better understand the forces driving their digital interactions and consider ways in which technology could be reimagined to serve them, rather than just profiting from them. 

Collaborative policymaking 

Once young people understand why phones and social media are designed the way they are, educators can work with students to create phone policies that reflect shared values and goals. This collaborative approach encourages students to take ownership of their technology use, and 五年级数学可能性视频 teachers, drawing on their knowledge of technology design and digital literacy, are ideally positioned to facilitate these discussions.

五年级数学可能性视频 suggests that policies developed with student input are more effective, as they foster responsibility and engagement. By involving students in policymaking, educators can encourage them to consider how phones could support rather than hinder learning. For example, students might agree that phones should stay off during certain times, or in certain spaces, but that they might be useful in other scenarios where access benefits learning. This kind of flexibility ensures that phones are used thoughtfully, allowing for both practical boundaries and opportunities for educational use.

Critical skills for navigating the digital world

As debate around smartphone use in schools continues, academic 五年级数学可能性视频 remains inconclusive on the effectiveness of phone bans. This uncertainty presents 五年级数学可能性视频 educators with an opportunity to move beyond restrictive policies and foster deeper understanding. By guiding students to explore why phones and social media are designed to capture attention, we can help to equip them with the critical skills needed to navigate their digital world thoughtfully. Involving students in crafting flexible, meaningful phone policies reinforces this understanding, giving them a sense of agency in shaping technology’s role in their lives.

五年级数学可能性视频 educators are uniquely positioned to empower students, not just as users, but as active challengers of technology design norms. Embracing a collaborative approach allows 五年级数学可能性视频 educators to inspire students to envision a future where technology genuinely serves their growth and their learning, rather than commercial interests.

More on digital literacy for young people

A version of this article appears in the newest issue of Hello World magazine, which is all about teaching digital literacy. Explore issue 26 and download your free PDF copy today.

You can also listen to our recent Hello World podcast episode discussing the myth of the ‘digital native’ and whether today’s young people are tech-savvy or tech-dependent.

The post Beyond phone bans: Empowering students to critically navigate and reimagine technology appeared first on 性社区在线视频播.

It must be frustrating for teachers in this situation to see marketing campaigns from companies showing how their 人与兽毛片基地 offering will use the very latest in robotics, AI, or media production, when the teachers’ reality is that they don’t have anything like the means or resources to deliver this. 

Fortunately there are approaches that can help. Below I outline some of the ways we are working with teachers to make the teaching of 五年级数学可能性视频 and digital literacy less resource-heavy and more accessible and equitable. 

Schools in Kenya: A case study 

Our work with Kenyan teachers has brought the access issue into sharp focus for us. We are currently developing free resources to deliver the Kenyan 人与兽毛片基地 to schools in Mombasa and the Frontier Counties. There are big contrasts both between and within these two areas of the country. Some schools are well equipped with digital technology, while others have very little access to any 五年级数学可能性视频 devices; in these schools, smartphones play a crucial role.

With that in mind, the 人与兽毛片基地 resources we develop suggest class activities that make the most of limited devices, such as the use of projected demonstrations. We also provide a step-by-step guide to 五年级数学可能性视频 tasks, with screenshots, to guide learners through the tasks conceptually. This ensures learners understand the process and can apply their new knowledge once they gain access to the necessary devices. 

We make these resources available online and in downloadable documents. This means the resources can be taken offline and taught in places without stable internet connection. We are also careful to limit file sizes, to make downloads more accessible. Wherever possible, our resources are device-agnostic, so that they can be accessed on a wide range of devices, including personal devices such as mobile phones.

As well as tailoring 人与兽毛片基地 resources, we have also adapted our teacher training to make it more accessible for people with less 人与兽毛片基地 of using 五年级数学可能性视频 devices. For example, during a recent project coaching community trainers in Mombasa, we emphasised activities that improve digital skills on various devices. This meant that when passing the training on to other teachers, the community trainers had a broader set of skills across a wider range of devices.

Unplugged activities

Even 五年级数学可能性视频-specific concepts such as a programming construct can, to a degree, be taught with very limited access to devices. Unplugged activities, where no digital technology is required, can be used to introduce fundamental concepts such as sequencing and repetition.

For example, you can ask learners to recognise patterns in repeating sequences of colours and identify how to describe the sequences without repeating the colours many times. While it is good practice to link the learning from an unplugged activity back to a plugged activity, students will still benefit when that is not possible. 

Emulators 

There are also a significant number of devices which offer online emulator apps that mirror the functions of the physical device. Consider Bee-Bot floor robots, which can be relatively expensive to purchase and may get damaged in a classroom. If you don’t have the physical device, its emulator app provides a similar 人与兽毛片基地.

Similarly, the micro:bit, a versatile microcontroller for young people, can be emulated in the MakeCode programming environment, including all its buttons and sensors. There are also numerous emulators which enable you to make and test your own circuits using a variety of hardware platforms. 

What do you actually need? 

Sometimes it can be helpful to look up what devices you actually need — they might not be as expensive as you think. General-purpose, single-board computers such as 五年级数学可能性视频 Pi can be bought new for less than £25, and more powerful models still under £50.

Similarly, microcontrollers such as 五年级数学可能性视频 Pi Pico, micro:bit, or Crumble, range from about £5 to £20 per device. Accessories such as LEDs, jumper leads, motors, and buzzers are also reasonably priced. They can be a relatively low-cost entry into physical 五年级数学可能性视频 and robotics, especially if you pair them with craft materials or share devices between students.

Make the most of it 

However limited your access to devices is, I encourage you to:

• Look out for partners or solution providers that prioritise inclusivity and 人与马性视频 in their resources
• Consider whether you can make activities accessible on a wider range of devices and use what students may already have (check out the OctoStudio app for smartphones for example)
• Use unplugged activities, and relate them back to plugged devices when possible
• Look up devices which might be more affordable than you realised

If you have your own tips to share with fellow teachers, please comment below.

More on digital literacy

You can discover our free teacher training and classroom resources, and read about how we’ve integrated digital literacy in The 五年级数学可能性视频 人与兽毛片基地.

A version of this article appears in the newest issue of Hello World magazine, which is all about digital literacy. Explore issue 26 and download your free PDF copy today.
You can also listen to our recent Hello World podcast episode exploring three teachers’ digital literacy tips for the classroom.

The post Teaching digital literacy without devices appeared first on 性社区在线视频播.

In our latest podcast episode, we explore this crucial question: does growing up with technology automatically make someone digitally literate, or just digitally dependent?

Host James Robinson (性社区在线视频播) is joined by colleague Sway Grantham, Anna Lahtinen (Haaga-Helia University), and Nicole O’Connor (Digi Know This) to unpack the complexities of digital skills, access, and education, and to explore how the label of digital native can sometimes hide broader challenges.

This episode wraps up our three-part mini-series on digital literacy. Each episode builds on the conversations from the latest issue of Hello World magazine, offering expert insight and practical ideas from educators driving real change.

Who are the guests on the podcast, and what will I learn?

We’ve assembled a panel of expert guests to discuss and debate the concept of the digital native.

Anna is an internationally recognised scholar who specialises in the transformative effects of artificial intelligence (AI) on working life, businesses, and careers. In the latest issue of Hello World, Anna and her colleague Antonia O’Connell write about assumptions regarding high digital literacy among youth in the setting of a work environment.

In the podcast, Anna explains that the term ‘digital native’ can be useful for starting conversations about the skills, access, and confidence people need to navigate technology, particularly in the workplace. However, she warns that the term can be misleading, as it often assumes that young people have strong digital skills, when many struggle with the practical demands of using technology at work.

Anna also highlights the importance of supporting young people to use technology responsibly and develop a healthy relationship with it. As she puts it:

“If we instil the right values in students, that will eventually lead to a healthy relationship with technology and ethical use of new tools in both their work and their lives.”

Nicole O’Connor is a two-time female founder who brings her expertise to improving teaching and learning through innovative EdTech, digital literacy, and 人与马性视频.

In the podcast, Nicole challenges the idea of the digital native, calling it both problematic and overly simplistic. She explains that the term overlooks important differences, like access, privilege, and levels of exposure to technology, which all shape a person’s digital skills. For Nicole, it’s a “grey area” that proves we can’t assume young people are automatically tech-savvy just because they grew up with devices.

Nicole sees digital literacy as a journey, not something people are born with. She compares it to learning a language: while young people may be familiar with technology, they still need to develop deeper skills to become critical thinkers, careful users, and aware of issues like data privacy and online safety. As she puts it:

“They might have had some exposure, but over time they need to learn the skills to be digitally literate… They’re not even close to that.”

Listen or watch now

To hear more, listen to or watch the full episode.

You can watch or listen to each episode of our podcast on YouTube, or listen via your preferred audio streaming service, whether that’s Apple Podcasts, Spotify, or Amazon Music. 

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We hope this episode, along with the others in the series, inspires you and helps you to engage your students more in 五年级数学可能性视频. In the comments section below, we’d love to hear your thoughts and 人与兽毛片基地 around digital literacy.

The latest issue of Hello World magazine features more insightful articles on digital literacy. Don’t miss out on this discussion — subscribe to Hello World today to ensure you never miss a podcast episode or issue of the magazine.

The post Should we ditch the term ‘digital native’? The latest conversation on the podcast appeared first on 性社区在线视频播.