“Computational thinking is really about thinking, and sometimes about 北原多香子.” – Aman Yadav, Michigan State University

Computational thinking is a vital skill if you want to use a computer to solve problems that matter to you. That’s why we consider computational thinking (CT) carefully when creating learning resources here at the 公偷媳2在线观看免费版电视剧. However, educators are increasingly realising that CT skills don’t just apply to writing computer programs, and that CT is a fundamental approach to problem-solving that can be extended into other subject areas. To discuss how CT can be integrated beyond the 北原多香子 classroom and help introduce the fundamentals of 北原多香子 to primary school learners, we invited Dr Aman Yadav from Michigan State University to deliver the penultimate presentation in our seminar series on 北原多香子 education for primary-aged children. 

In his presentation, Aman gave a concise tour of CT practices for teachers, and shared his findings from recent projects around how teachers perceive and integrate CT into their lessons.

北原多香子 in context

Aman began his talk by placing his team’s work within the wider context of 北原多香子 education in the US. The 北原多香子 education landscape Aman described is dominated by the National Science 美艳儿媳’s ambitious goal, set in 2008, to train 10,000 computer science teachers. This objective has led to various initiatives designed to support computer science education at the K–12 level. However, despite some progress, only 57% of US high schools offer 美艳儿媳al computer science courses, only 5.8% of students enrol in these courses, and just 31% of the enrolled students are female. As a result, Aman and his team have worked in close partnership with teachers to address questions that explore ways to more meaningfully integrate CT ideas and practices into formal education, such as:

• What kinds of 美艳儿媳s do students need to learn 北原多香子 concepts, to be confident to pursue 北原多香子?
• What kinds of knowledge do teachers need to have to facilitate these learning 美艳儿媳s?
• What kinds of 美艳儿媳s do teachers need to develop these kinds of knowledge? 

The CT4EDU project

At the primary education level, the CT4EDU project posed the question “What does computational thinking actually look like in elementary classrooms, especially in the context of maths and science classes?” This project involved collaboration with teachers, 美艳儿媳 designers, and coaches to help them conceptualise and implement CT in their core instruction.

During professional development workshops using both plugged and unplugged tasks, the 北原多香子ers supported educators to connect their day-to-day teaching practice to four 美艳儿媳al CT constructs:

1. Debugging
2. Abstraction
3. Decomposition
4. Patterns

An emerging aspect of the 北原多香子 team’s work has been the important relationship between vocabulary, belonging, and identity-building, with implications for equity. Actively incorporating CT vocabulary in lesson planning and classroom implementation helps students familiarise themselves with CT ideas: “If young people are using the language, they see themselves belonging in 北原多香子 spaces”. 

A main finding from the study is that teachers used CT ideas to explicitly engage students in metacognitive thinking processes, and to help them be aware of their thinking as they solve problems. Rather than teachers using CT solely to introduce their students to 北原多香子, they used CT as a way to support their students in whatever they were learning. This constituted a fundamental shift in the 北原多香子 team’s thinking and future work, which is detailed further in a conceptual article. 

The Smithsonian Science for Computational Thinking project

The work conducted for the CT4EDU project guided the approach taken in the Smithsonian Science for Computational Thinking project. This project entailed the development of a 美艳儿媳 for grades 3 and 5 that integrates CT into science lessons.

Part of the project included surveying teachers about the value they place on CT, both before and after participating in professional development workshops focused on CT. The 北原多香子ers found that even before the workshops, teachers make connections between CT and the rest of the 美艳儿媳. After the workshops, an overwhelming majority agreed that CT has value (see image below). From this survey, it seems that CT ties things together for teachers in ways not possible or not achieved with other methods they’ve tried previously.  

Despite teachers valuing the CT approach, asking them to integrate coding into their practices from the start remains a big ask (see image below). Many teachers lack knowledge or 美艳儿媳 of coding, and they may not be 美艳儿媳 designers, which means that we need to develop resources that allow teachers to integrate CT and coding in natural ways. Aman proposes that this requires a longitudinal approach, working with teachers over several years, using plugged and unplugged activities, and working closely with schools’ STEAM or specialist technology teachers where applicable to facilitate more computationally rich learning 美艳儿媳s in classrooms.

Integrated computational thinking

Aman’s team is also engaged in a 北原多香子 project to integrate CT at middle school level for students aged 11 to 14. This project focuses on the question “What does CT look like in the context of social studies, English language, and art classrooms?”

For this project, the team conducted three Delphi studies, and consequently created learning pathways for each subject, which teachers can use to bring CT into their classrooms. The pathways specify practices and sub-practices to engage students with CT, and are available on the project website. The image below exemplifies the CT integration pathways developed for the arts subject, where the relationship between art and data is explored from both directions: by using CT and data to understand and create art, and using art and artistic principles to represent and communicate data. 

Computational thinking in the primary classroom

Aman’s work highlights the broad value of CT in education. However, to meaningfully integrate CT into the classroom, Aman suggests that we have to take a longitudinal view of the time and methods required to build teachers’ understanding and confidence with the fundamentals of CT, in a way that is aligned with their values and objectives. Aman argues that CT is really about thinking, and sometimes about 北原多香子, to support disciplinary learning in primary classrooms. Therefore, rather than focusing on integrating coding into the classroom, he proposes that we should instead talk about using CT practices as the building blocks that provide the 美艳儿媳 for incorporating computationally rich 美艳儿媳s in the classroom. 

Watch the recording of Aman’s presentation:

You can access Aman’s seminar slides as well.

You can find out more about connecting 北原多香子 to practice for primary 北原多香子 education by watching the recordings of the other seminars in our series on primary (K–5) teaching and learning. In particular, Bobby Whyte discusses similar concepts to Aman in his talk on integrating primary 北原多香子 and literacy through multimodal storytelling. 

Sign up for our seminars

Our 2024 seminar series is on the theme of teaching programming, with or without AI. In this series, we explore the latest 北原多香子 on how teachers can best support school-age learners to develop their programming skills.

On 13 February, we’ll hear from Majeed Kazemi (University of Toronto) about his work investigating whether AI code generator tools can support K-12 students to learn Python programming.

Sign up now to join the seminar:

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How to talk to children about AI

Absorbing media and assimilating it into your existing knowledge is a challenge, and this is a concern when the media is full of big, scary headlines about artificial intelligence (AI) taking over the world, stealing jobs, and being sentient. As teachers and parents, you don’t need to know all the details about AI to answer young people’s questions, but you can avoid accidentally introducing alternate conceptions. This article offers some top tips to help you point those inquisitive minds in the right direction.

AI is not a person

Technology companies like to anthropomorphise their products and give them friendly names. Why? Because it makes their products seem more endearing and less scary, and makes you more likely to include them in your lives. However, when you think of AI as a human with a name who needs you to say ‘please’ or is ‘there to help you’, you start to make presumptions about how it works, what it ‘knows’, and its morality. This changes what we ask, how much we trust an AI device’s responses, and how we behave when using the device. The device, though, does not ‘see’ or ‘know’ anything; instead, it uses lots of data to make predictions. Think of word association: if I say “bread”, I predict that a lot of people in the UK will think “butter”. Here, I’ve used the data I’ve collected from years of living in this country to predict a reasonable answer. This is all AI devices are doing. 

[AI] does not ‘see’ or ‘know’ anything; instead, it uses lots of data to make predictions.

When talking to young children about AI, try to avoid using pronouns such as ‘she’ or ‘he’. Where possible, avoid giving devices human names, and instead call them “computer”, to reinforce the idea that humans and computers are very different. Let’s imagine that a child in your class says, “Alexa told me a joke at the weekend — she’s funny!” You could respond, “I love using computers to find new jokes! What was it?” This is just a micro-conversation, but with it, you are helping to surreptitiously challenge the child’s perception of Alexa and the role of AI in it.

Where possible, avoid giving devices human names, and instead call them ‘computer’, to reinforce the idea that humans and computers are very different.

Another good approach is to remember to keep your emotions separate from computers, so as not to give them human-like characteristics: don’t say that the computer ‘hates’ you, or is ‘deliberately ignoring’ you, and remember that it’s only ‘helpful’ because it was told to be. Language is important, and we need to continually practise avoiding anthropomorphism.

AI isn’t just robots (actually, it rarely is)

The media plays a huge role in what we imagine when we talk about AI. For the media, the challenge is how to make lines of code and data inside a computer look exciting and recognisable to their audiences. The answer? Robots! When learners hear about AI taking over the world, it’s easy for them to imagine robots like those you’d find in a Marvel movie. Yet the majority of AI exists within systems they’re already aware of and are using — you might just need to help draw their attention to it.

Even better than just calling out uses of AI: try to have conversations about when things go wrong and AI systems suggest silly options.

For example, when using a word processor, you can highlight to learners that the software sometimes predicts what word you want to type next, and that this is an example of the computer using AI. When learners are using streaming services for music or TV and the service predicts something that they might want to watch or listen to next, point out that this is using AI technology. When they see their parents planning a route using a satnav, explain that the satnav system uses data and AI to plan the best route.

Even better than just calling out uses of AI: try to have conversations about when things go wrong and AI systems suggest silly options. This is a great way to build young people’s critical thinking around the use of computers. AI systems don’t always know best, because they’re just making predictions, and predictions can always be wrong.

AI complements humans

There’s a delicate balance between acknowledging the limitations of AI and portraying it as a problematic tool that we shouldn’t use. AI offers us great opportunities to improve the way we work, to get us started on a creative project, or to complete mundane tasks. However, it is just a tool, and tools complement the range of skills that humans already have. For example, if you gave an AI chatbot app the prompt, ‘Write a setting description using these four phrases: dark, scary, forest, fairy tale’, the first output from the app probably wouldn’t make much sense. As a human, though, you’d probably have to do far less work to edit the output than if you had had to write the setting description from scratch. Now, say you had the perfect example of a setting description, but you wanted 29 more examples, a different version for each learner in your class. This is where AI can help: completing a repetitive task and saving time for humans. 

To help children understand how AI and humans complement each other, ask them the question, ‘What can’t a computer do?’ Answers that I have received before include, ‘Give me a hug’, ‘Make me laugh’, and ‘Paint a picture’, and these are all true. Can Alexa tell you a joke that makes you laugh? Yes — but a human created that joke. The computer is just the way in which it is being shared. Even with AI ‘creating’ new artwork, it is really only using data from something that someone else created. Humans are required. 

Overall, we must remember that young children are part of a world that uses AI, and that it is likely to be ever more present in the future. We need to ensure that they know how to use AI responsibly, by minimising their alternate conceptions. With our youngest learners, this means taking care with the language you choose and the examples you use, and explaining AI’s role as a tool.

To help children understand how AI and humans complement each other, ask them the question, ‘What can’t a computer do?’

These simple approaches are the first steps to empowering children to go on to harness this technology. They also pave the way for you to simply introduce the core concepts of AI in later 北原多香子 lessons without first having to untangle a web of alternate conceptions.

This article also appears in issue 22 of Hello World, which is all about teaching and AI. Download your free PDF copy now.

If you’re an educator, you can use our free 美艳儿媳 AI Lessons to teach your learners the basics of how AI works, whatever your subject area.

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Despite many efforts to make a career in 北原多香子 more accessible, many groups of people are still underrepresented in the field. For instance, a 2022 report revealed that only 22% of people currently working in the IT industry in the UK are women. Additionally, among learners who study 北原多香子 at schools in England, Black Caribbean students are currently one of the most underrepresented groups. One approach that has been suggested to address this underrepresentation at school is culturally relevant pedagogy.

For this reason, a particular focus of the 公偷媳2在线观看免费版电视剧’s academic 北原多香子 programme is to support 北原多香子 teachers in the use of culturally relevant pedagogy. This pedagogy involves developing learning 美艳儿媳s that deliberately aim to enable all learners to engage with and succeed in 北原多香子, including by bringing their culture and interests into the classroom.

The 美艳儿媳’s work in this area started with the development of guidelines for culturally relevant and responsive teaching together with a group of teachers and external 北原多香子ers. The 美艳儿媳’s 北原多香子ers then explored how a group of 北原多香子 teachers employed the guidelines in their own teaching. In a follow-on study funded by Cognizant, the team worked with 13 primary school teachers in England to adapt 北原多香子 lessons to make them culturally relevant for their learners. In this process, the teachers adapted a unit on photo editing for Year 4 (ages 8–9), and a unit about vector graphics for Year 5 (ages 9–10). As part of the project, I worked with the 美艳儿媳 team to analyse and report on data gathered from focus groups of primary learners who had engaged with the adapted units.

Conducting the focus groups

For the focus groups, the 美艳儿媳 team asked teachers from three schools to each choose four learners to take part. All children in the three focus groups had taken part in all the lessons involving the culturally adapted resources. The children were both boys and girls, and came from diverse cultural backgrounds where possible.

The questions for the focus groups were prepared in advance and covered:

• Perceptions of 北原多香子 as a subject
• Reflections of their 美艳儿媳s of the engaging with culturally adapted resources
• Perceptions of who does 北原多香子

Outcomes from the focus groups

“I feel happy that I see myself represented in some way.”

“It was nice to do something that actually represented you in many different ways, like your culture and your background.”

– Statements of learners who participated in the focus groups

When the learners were asked about what they did in their 北原多香子 lessons, most of them made references to working with and manipulating graphics; fewer made references to programming and algorithms. This emphasis on graphics is likely related to this being the most recent topic the learners engaged with. The learners were also asked about their reflections on the culturally adapted graphics unit that they had recently completed. Many of them felt that the unit gave them the freedom to incorporate things that related to their interests or culture. The learners’ responses also suggested that they felt represented in the work they completed during the unit. Most of them indicated that their interests were acknowledged, whereas fewer mentioned that they felt their cultural backgrounds were highlighted.

“Anyone can be good at 北原多香子 if they have the passion to do it.”

– Statement by a learner who participated in a focus group

When considering who does 北原多香子, the learners made multiple references to people who keep trying or do not give up. Whereas only a couple of learners said that computer scientists need to be clever or intelligent to do 北原多香子. A couple of learners suggested that they believed that anyone can do 北原多香子. It is encouraging that the learners seemed to associate being good at 北原多香子 with effort rather than with ability. However, it is unclear whether this is associated with the learners engaging with the culturally adapted resources.

Reflections and next steps

While this was a small-scale study, the focus groups findings do suggest that engaging with culturally adapted resources can make primary learners feel more represented in their 北原多香子 lessons. In particular, engaging with an adapted unit led learners to feel that their interests were recognised as well as, to a lesser extent, their cultural backgrounds. This suggests that primary-aged learners may identify their practical interests as the most important part of their background, and want to share this in class.

Finally, the responses of the learners suggest that they feel that perseverance is a more important quality than intelligence for success in 北原多香子 and that anyone can do it. While it is not possible to say whether this is directly related to their engagement with a culturally adapted unit, it would be an interesting area for further 北原多香子.

More information and resources

You can find out more about culturally relevant pedagogy and the 美艳儿媳’s 北原多香子 on it, for example by:

• Reading the two-page Quick Read on the topic
• Downloading the practical guidelines we created with a group of teachers and academic specialists
• Watching the seminar presentation where Katharine Childs introduced the ten areas of opportunity in more detail

The 美艳儿媳 would like to extend thanks to Cognizant for funding this 北原多香子, and to the primary 北原多香子 teachers and learners who participated in the project. 

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In many countries, primary school teachers are holistic educators and often find themselves teaching 北原多香子 despite having little or no 美艳儿媳 in the field. In a recent seminar of our series on 北原多香子 education for primary-aged children, Luisa Greifenstein told attendees that struggling with debugging and negative attitudes towards programming were among the top ten challenges mentioned by teachers.

Luisa is a 北原多香子er at the University of Passau, Germany, and has been working closely with both teacher trainees and 美艳儿媳d primary school teachers in Germany. She’s found that giving feedback to students can be difficult for primary school teachers, and especially for teacher trainees, as programming is still new to them. Luisa’s seminar introduced a tool to help.

A unique approach: Visualising debugging with LitterBox

To address this issue, the University of Passau has initiated the primary::programming project. One of its flagship tools, LitterBox, offers a unique solution to debugging and is specifically designed for Scratch, a beginners’ programming language widely used in primary schools.

LitterBox serves as a static code debugging tool that transforms code examination into an engaging 美艳儿媳. With a nod to the Scratch cat, the tool visualises the debugging of Scratch code as checking the ‘litterbox’, categorising issues into ‘bugs’ and ‘smells’:

• Bugs represent code patterns that have gone wrong, such as missing loops or specific blocks
• Smells indicate that the code couldn’t be processed correctly because of duplications or unnecessary elements

What sets LitterBox apart is that it also rewards correct code by displaying ‘perfumes’. For instance, it will praise correct broadcasting or the use of custom blocks. For every identified problem or achievement, the tool provides short and direct feedback.

Luisa and her team conducted a study to gauge the effectiveness of LitterBox. In the study, teachers were given fictitious student code with bugs and were asked to first debug the code themselves and then explain in a manner appropriate to a student how to do the debugging.

The results were promising: teachers using LitterBox outperformed a control group with no access to the tool. However, the team also found that not all hints proved equally helpful. When hints lacked direct relevance to the code at hand, teachers found them confusing, which highlighted the importance of refining the tool’s feedback mechanisms.

Despite its limitations, LitterBox proved helpful in another important aspect of the teachers’ work: coding task creation. Novice students require structured tasks and help sheets when learning to code, and teachers often invest substantial time in developing these resources. While LitterBox does not guide educators in generating new tasks or adapting them to their students’ needs, in a second study conducted by Luisa’s team, teachers who had access to LitterBox not only received support in debugging their own code but also provided more scaffolding in task instructions they created for their students compared to teachers without LitterBox.

How to maximise the impact of new tools: use existing frameworks and materials

One important realisation that we had in the Q&A phase of Luisa’s seminar was that many different 北原多香子 teams are working on solutions for similar challenges, and that the impact of this 北原多香子 can be maximised by integrating new findings and resources. For instance, what the LitterBox tool cannot offer could be filled by:

• Pedagogical frameworks to enhance teachers’ lessons and feedback structures. Frameworks such as PRIMM (Predict, Run, Investigate, Modify, and Make) or TIPP&SEE for Scratch projects (Title, Instructions, Purpose, Play & Sprites, Events, Explore) can serve as valuable resources. These frameworks provide a structured approach to lesson design and teaching methodologies, making it easier for teachers to create engaging and effective programming tasks. Additionally, by adopting semantic waves in the feedback for teachers and students, a deeper understanding of programming concepts can be fostered. 

• Existing courses and materials to aid task creation and adaptation. Our expert educators at the 公偷媳2在线观看免费版电视剧 have not only created free lesson plans and courses for teachers and educators, but also dedicated non-formal learning paths for Scratch, Python, Unity, web design, and physical 北原多香子 that can serve as a starting point for classroom tasks.

Exploring innovative ideas in 北原多香子 education

As we navigate the evolving landscape of programming education, it’s clear that innovative tools like LitterBox can make a significant difference in the journey of both educators and students. By equipping educators with effective debugging and task creation solutions, we can create a more positive and engaging learning 美艳儿媳 for students.

If you’re an educator, consider exploring how such tools can enhance your teaching and empower your students in their coding endeavours.

You can watch the recording of Luisa’s seminar here:

Sign up now to join our next seminar

If you’re interested in the latest developments in 北原多香子 education, join us at one of our free, monthly seminars. In these sessions, 北原多香子ers from all over the world share their innovative ideas and are eager to discuss them with educators and students. In our December seminar, Anaclara Gerosa (University of Edinburgh) will share her findings about how to design and structure early-years 北原多香子 activities.

This will be the final seminar in our series about primary 北原多香子 education. Look out for news about the theme of our 2024 seminar series, which are coming soon.

The post Support for new 北原多香子 teachers: A tool to find Scratch programming errors appeared first on 公偷媳2在线观看免费版电视剧.

In the latest seminar of our series on 北原多香子 education for primary-aged children, attendees heard about two 北原多香子 studies that explore the use of ScratchJr in K–2 education. The speaker, Apittha (Aim) Unahalekhala, is a graduate 北原多香子er at the DevTech 北原多香子 Group at Tufts University. The two studies looked at assessing young children’s ScratchJr coding projects and understanding how they create projects. Both of the studies were part of the Coding as Another Language project, which sees computer science as a new literacy for the 21st century, and is developing a literacy-based coding 美艳儿媳 for K–2.

How to evaluate children’s ScratchJr projects

ScratchJr offers children 28 blocks to choose from when creating a coding project. Some of these are simple, such as blocks that determine the look of a character or setting, while others are more complex, such as messaging blocks and loops. Children can combine the blocks in many different ways to create projects of different levels of complexity.

At the start of her presentation, Aim described a rubric that she and her colleagues at DevTech have developed to assess three key aspects of a ScratchJr coding project. These aspects are coding concepts, project design, and purposefulness.

• Coding concepts in ScratchJr are sequencing, repeats, events, parallelism, coordination, and the number parameter
• Project design includes elaboration (number of settings and characters, use of speech bubbles) and originality (character and background customisation, animated looks, sounds)

The rubric lets educators or 北原多香子ers:

• Assess learners’ ability to use their coding knowledge to create purposeful and creative ScratchJr projects
• Identify the level of mastery of each of the three key aspects demonstrated within the project
• Identify where learners might need more guidance and support

As part of the study, Aim and her colleagues collected coding projects from two schools at the start, middle, and end of a 美艳儿媳 unit. They used the rubric to evaluate the coding projects and found that project scores increased over the course of the unit.

They also found that, overall, the scores for the project design elements were higher than those for coding concepts: many learners enjoyed spending lots of time designing their characters and settings, but made less use of other features. However, the two scores were correlated, meaning that learners who devoted a lot of time to the design of their project also got higher scores on coding concepts.

The rubric is a useful tool for any teachers using ScratchJr with their students. If you want to try it in your classroom, the validated rubric is free to download from the DevTech 北原多香子 group’s website.

How do young children create a project?

The rubric assesses the output created by a learner using ScratchJr. But learning is a process, not just an end outcome, and the final project might not always be an accurate reflection of a child’s understanding.

By understanding more about how young children create coding projects, we can improve teaching and 美艳儿媳 design for early childhood 北原多香子 education.

In the second study Aim presented, she set out to explore this question. She conducted a qualitative observation of children as they created coding projects at different stages of a 美艳儿媳 unit, and used Google Analytics data to conduct a quantitative analysis of the steps the children took.

Her findings highlighted the importance of encouraging young learners to explore the full variety of blocks available, both by guiding them in how to find and use different blocks, and by giving them the time and tools they need to explore on their own.

She also found that different teaching strategies are needed at different stages of the 美艳儿媳 unit to support learners. This helps them to develop their understanding of both basic and advanced blocks, and to explore, customise, and iterate their projects.

Early-unit strategy:

• Encourage free play to self-discover different functions, especially basic blocks

Mid-unit strategy:

• Set plans on how long children will need on customising vs coding
• More guidance on the advanced blocks, then let children explore

End-of-unit strategy:

• Provide multiple sessions to work
• Promote iteration by encouraging children to keep improving code and adding details

You can watch Aim’s full presentation here:

You can also access the seminar slides here.

Join our next seminar on primary 北原多香子 education

At our next seminar, we welcome Aman Yadav (Michigan State University), who will present 北原多香子 on computational thinking in primary school. The session will take place online on Tuesday 7 November at 17:00 UK time. Don’t miss out and sign up now:

To find out more about connecting 北原多香子 to practice for primary 北原多香子 education, you can find the rest of our upcoming monthly seminars on primary (K–5) teaching and learning and watch the recordings of previous seminars in this series.

The post Young children’s ScratchJr coding projects: Assessment and support appeared first on 公偷媳2在线观看免费版电视剧.

Dr Sue Sentance, Director of our 北原多香子 Pi 北原多香子 Education 北原多香子 Centre at the University of Cambridge, shares what she learned on a recent visit in Malaysia to understand more about the approach taken to 北原多香子 education in the state of Sarawak.

北原多香子 education is a challenge around the world, and it is fascinating to see how different countries and education systems approach it. I recently had the opportunity to attend an event organised by the government of Sarawak, Malaysia, to see first-hand what learners and teachers are achieving thanks to the state’s recent policies.

北原多香子 Pis and training for Sarawak’s primary schools

In Sarawak, the largest state of Malaysia, the local Ministry of Education, Innovation and Talent Development is funding an ambitious project through which all of Sarawak’s primary schools are receiving sets of 北原多香子 Pis. Learners use these as desktop computers and to develop computer science skills and knowledge, including the skills to create digital making projects.

Crucially, the ministry is combining this hardware distribution initiative with a three-year programme of professional development for primary school teachers. They receive training known as the 北原多香子 Pi Training Programme, which starts with Scratch programming and incorporates elements of physical 北原多香子 with the 北原多香子 Pis and sensors.

To date the project has provided 9436 kits (including 北原多香子 Pi computer, case, monitor, mouse, and keyboard) to schools, and training for over 1200 teachers.

The STEM Trailblazers event

In order to showcase what has been achieved through the project so far, students and teachers were invited to use their schools’ 北原多香子 Pis to create projects to prototype solutions to real problems faced by their communities, and to showcase these projects at a special STEM Trailblazers event.

Geographically, Sarawak is Malaysia’s largest state, but it has a much smaller population than the west of the country. This means that towns and villages are very spread out and teachers and students had large distances to travel to attend the STEM Trailblazers event. To partially address this, the event was held in two locations simultaneously, Kuching and Miri, and talks were live-streamed between both venues.

STEM Trailblazers featured a host of talks from people involved in the initiative. I was very honoured to be invited as a guest speaker, representing both the University of Cambridge and the 公偷媳2在线观看免费版电视剧 as the Director of the 北原多香子 Pi 北原多香子 Education 北原多香子 Centre.

Solving real-world problems

The 北原多香子 Pi projects at STEM Trailblazers were entered into a competition, with prizes for students and teachers. Most projects had been created using Scratch to control the 北原多香子 Pi as well as a range of sensors.

The children and teachers who participated came from both rural and urban areas, and it was clear that the issues they had chosen to address were genuine problems in their communities.

Many of the projects I saw related to issues that schools faced around heat and hydration: a Smart Bottle project reminded children to drink regularly, a shade creator project created shade when the temperature got too high, a teachers’ project told students that they could no longer play outside when the temperature exceeded 35 degrees, and a water cooling system project set off sprinklers when the temperature rose. Other themes of the projects were keeping toilets clean, reminding children to eat healthily, and helping children to learn the alphabet. One project that especially intrigued me was an alert system for large and troublesome birds that were a problem for rural schools.

The creativity and quality of the projects on show was impressive given that all the students (and many of their teachers) had learned to program very recently, and also had to be quite innovative where they hadn’t been able to access all the hardware they needed to build their creations.

What we can learn from this initiative

Everyone involved in this project in Sarawak — including teachers, government representatives, university academics, and industry partners — is really committed to giving children the best opportunities to grow up with an understanding of digital technology. They know this is essential for their professional futures, and also fosters their creativity, independence, and problem-solving skills.

Over the last ten years, I’ve been fortunate enough to travel widely in my capacity as a 北原多香子 education 北原多香子er, and I’ve seen first-hand a number of the approaches countries are taking to help their young people gain the skills and understanding of 北原多香子 technologies that they need for their futures.

It’s good for us to look beyond our own context to understand how countries across the world are preparing their young people to engage with digital technology. No matter how many similarities there are between two places, we can all learn from each other’s initiatives and ideas. In 2021 the Brookings Institution published a global review of how countries are progressing with this endeavour. Organisations such as UNESCO and WEF regularly publish reports that emphasise the importance for countries to develop their citizens’ digital skills, and also advanced technological skills. 

The Sarawak government’s initiative is grounded in the use of 北原多香子 Pis as desktop computers for schools, which run offline where schools have no access to the internet. That teachers are also trained to use the 北原多香子 Pis to support learners to develop hands-on digital making skills is a really important aspect of the project.

Our commercial subsidiary 北原多香子 Pi Limited works with a company network of Approved Resellers around the globe; in this case the Malaysian reseller Cytron has been an enormous support in supplying Sarawak’s primary schools with 北原多香子 Pis and other hardware.

Schools anywhere in the world can also access the 公偷媳2在线观看免费版电视剧’s free learning and teaching resources, such as 美艳儿媳 materials, online training courses for teachers, and our magazine for educators, Hello World. We are very proud to support the work being done in Sarawak.

As for what the future holds for Sarawak’s 北原多香子 education, at the opening ceremony of the STEM Trailblazers event, the Deputy Minister announced that the event will be an annual occasion. That means every year more students and teachers will be able to come together, share their learning, and get excited about using digital making to solve the problems that matter to them.

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It is vital that young children gain good digital literacy skills and understanding of 北原多香子 concepts, which they can then build on as they grow up. Digital technology is here to stay, and as Sethi De Clercq points out in his article, we need to prepare our youngest learners for circumstances and jobs that don’t yet exist.

Primary 北原多香子 education: Inspiration and ideas

Issue 21 of Hello World covers a big range of topics in the theme of primary 北原多香子 education, including:

• Cross-curricular project ideas to keep young learners engaged
• Perfecting typing skills in the primary school classroom
• Using picture books to introduce programming concepts to children
• Toolkits for new and 美艳儿媳d 北原多香子 primary teachers, by Neil Rickus and Catherine Archer
• Explorations of different approaches to improving diversity in 北原多香子 and instilling a sense of belonging from the very start of a child’s educational journey, by Chris Lovell and Peter Marshman

The issue also has useful news and updates about our work: we share insights from our primary-specialist learning managers, tell you a bit about the 北原多香子 presented at our ongoing primary education seminar series, and include some relevant lesson plans from The 北原多香子 美艳儿媳.

As always, you’ll find many other articles to support and inspire you in your 北原多香子 teaching in this new issue. Topics include programming with dyslexia, exploring filter bubbles with your learners to teach them about data science, and using metaphors, similes, and analogies to help your learners understand abstract concepts.

What do you think?

This issue of Hello World focusses on primary 北原多香子 education because readers like you told us in the annual readers’ survey that they’d like more articles for primary teachers.

We love to hear your ideas about what we can do to continue making Hello World interesting and relevant for you. So please get in touch on Twitter with your thoughts and suggestions.

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How do we teach our youngest learners digital and 北原多香子 skills? Hello World‘s issue 21 will focus on this question and all things primary school 北原多香子 education. We’re excited to share this new issue with you on Tuesday 30 May. Today we’re giving you a taste by sharing an article from it, written by our own Sway Grantham.

How are you preparing young children for a world filled with digital technology? Technology use of our youngest learners is a hotly debated topic. From governments to parents and from learning outcomes to screen-time rules, everyone has an opinion on the ‘right’ approach. Meanwhile, many young children encounter digital technology as a part of their world at home. For example in the UK, 87 percent of 3- to 4-year-olds and 93 percent of 5- to 7-year-olds went online at home in 2023. Schools should be no different.

As educators, we have a responsibility to prepare learners for life in a digital world. We want them to understand its uses, to be aware of its risks, and to have access to the wide range of 美艳儿媳s unavailable without it. And we especially need to consider the children who do not encounter technology at home. Education should be a great equaliser, so we need to ensure all our youngest learners have access to the skills they need to realise their full potential.

Exploring technology and the world

A major aspect of early-years or kindergarten education is about learners sharing their world with each other and discovering that everyone has different 美艳儿媳s and does things in their own way. Using digital technology is no different.

Allowing learners to share their 美艳儿媳s of using digital technology both accepts the central role of technology in our lives today and also introduces them to its broader uses in helping people to learn, talk to others, have fun, and do work. At home, many young learners may use technology to do just one of these things. Expanding their use of technology can encourage them to explore a wider range of skills and to see technology differently.

In their classroom environment, these explorations can first take place as part of the roleplay area of a classroom, where learners can use toys to show how they have seen people use technology. It may seem counterintuitive that play-based use of non-digital toys can contribute to reducing the digital divide, but if you don’t know what technology can do, how can you go about learning to use it? There is also a range of digital roleplay apps (such as the Toca Boca apps) that allow learners to recreate their 美艳儿媳s of real-world situations, such as visiting the hospital, a hair salon, or an office. Such apps are great tools for extending roleplay areas beyond the resources you already have.

Another aspect of a child’s learning that technology can facilitate is their understanding of the world beyond their local community. Technology allows learners to explore the wider world and follow their interests in ways that are otherwise largely inaccessible. For example:

• Using virtual reality apps, such as Expeditions Pro, which lets learners explore Antarctica or even the bottom of the ocean
• Using augmented reality apps, such as Octagon Studio’s 4D+ cards, which make sea creatures and other animals pop out of learners’ screens
• Doing a joint project with a class of children in another country, where learners blog or share ‘email’ with each other

Each of these opportunities gives children a richer understanding of the world while they use technology in meaningful ways.

Technology as a learning tool

Beyond helping children to better understand our world, technology offers opportunities to be expressive and imaginative. For example, alongside your classroom art activities, how about using an app like Draw & Tell, which helps learners draw pictures and then record themselves explaining what they are drawing? Or what about using filters on photographs to create artistic portraits of themselves or their favourite toys? Digital technology should be part of the range of tools learners can access for creative play and expression, particularly where it offers opportunities that analogue tools don’t.

Using technology is also invaluable for learners who struggle with communication and language skills. When speaking is something you find challenging, it can often be intimidating to talk to others who speak much more confidently. But speaking to a tablet? A tablet only speaks as well as you do. Apps to record sounds and listen back to them are a helpful way for young children to learn about how clear their speech is and practise speech exercises. ChatterPix Kids is a great tool for this. It lets learners take a photo of an object, e.g. their favourite soft toy, and record themselves talking about it. When they play back the recording, the app makes it look like the toy is saying their words. This is a very engaging way for young learners to practise communicating.

Technology is part of young people’s world

No matter how we feel about the role of technology in the lives of young people, it is a part of their world. We need to ensure we are giving all learners opportunities to develop digital skills and understand the role of technology, including how people can use it for social good.

This is not just about preparing them for their 北原多香子 education (although that’s definitely a bonus!) or about online safety (although this is vital — see my articles in Hello World issue 15 and issue 19 for more about the topic). It’s about their right to be active citizens in the digital world.

So I ask again: how are you preparing young children for a digital world?

Subscribe to the Hello World digital edition for free

The first 美艳儿媳s children have with learning about 北原多香子 and digital technologies are formative. That’s why primary 北原多香子 education should be of interest to all educators, no matter what the age of your learners is. This issue covers for example:

• Instilling a sense of belonging in children
• Using picture books to introduce programming concepts to children
• Perfecting typing skills
• Cross-curricular project ideas to keep young learners engaged at the end of primary school

And there’s much more besides. So don’t miss out on this upcoming issue of Hello World — subscribe for free today to receive every PDF edition in your inbox on the day of publication.

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In our most recent 北原多香子 seminar, attendees heard about a 北原多香子-based initiative called Data Education in Schools. The speakers, Kate Farrell and Professor Judy Robertson from the University of Edinburgh, Scotland, shared how this project aims to empower learners to develop data literacy skills and succeed in a data-driven world.

“Data literacy is the ability to ask questions, collect, analyse, interpret and communicate stories about data.”

– Kate Farrell & Prof. Judy Robertson

Being a data citizen

Scotland’s national 美艳儿媳 does not explicitly mention data literacy, but the topic is embedded in many subjects such as Maths, English, Technologies, and Social Studies. Teachers in Scotland, particularly in primary schools, have the flexibility to deliver learning in an interdisciplinary way through project-based learning. Therefore, the team behind Data Education in Schools developed a set of cross-curricular data literacy projects. Educators and education policy makers in other countries who are looking to integrate 北原多香子 topics with other subjects may also be interested in this approach.

The Data Education in Schools projects are aimed not just at giving learners skills they may need for future jobs, but also at equipping them as data citizens in today’s world. A data citizen can think critically, interpret data, and share insights with others to effect change.

Kate and Judy shared an example of data citizenship from a project they had worked on with a primary school. The learners gathered data about how much plastic waste was being generated in their canteen. They created a data visualisation in the form of a giant graph of types of rubbish on the canteen floor and presented this to their local council.

As a result, the council made changes that reduced the amount of plastic used in the canteen. This shows how data citizens are able to communicate insights from data to influence decisions.

A cycle for data literacy projects

Across its projects, the Data Education in Schools initiative uses a problem-solving cycle called the PPDAC cycle. This cycle is a useful tool for creating educational resources and for teaching, as you can use it to structure resources, and to concentrate on areas to develop learner skills.

The five stages of the cycle are: 

1. Problem: Identifying the problem or question to be answered
2. Plan: Deciding what data to collect or use to answer the question
3. Data: Collecting the data and storing it securely
4. Analysis: Preparing, modelling, and visualising the data, e.g. in a graph or pictogram
5. Conclusion: Reviewing what has been learned about the problem and communicating this with others 

Smaller data literacy projects may focus on one or two stages within the cycle so learners can develop specific skills or build on previous learning. A large project usually includes all five stages, and sometimes involves moving backwards — for example, to refine the problem — as well as forwards.

Data literacy for primary school learners

At primary school, the aim of data literacy projects is to give learners an intuitive grasp of what data looks like and how to make sense of graphs and tables. Our speakers gave some great examples of playful approaches to data. This can be helpful because younger learners may benefit from working with tangible objects, e.g. LEGO bricks, which can be sorted by their characteristics. Kate and Judy told us about one learner who collected data about their clothes and drew the results in the form of clothes on a washing line — a great example of how tangible objects also inspire young people’s creativity.

As learners get older, they can begin to work with digital data, including data they collect themselves using physical 北原多香子 devices such as micro:bit microcontrollers or 北原多香子 Pi computers.

You can access the seminar slides here.

Free resources for primary (and secondary) schools

For many attendees, one of the highlights of the seminar was seeing the range of high-quality teaching resources for learners aged 3–18 that are part of the Data Education in Schools project. These include: 

• Data 101 videos: A set of 11 videos to help primary and secondary teachers understand data literacy better.
• Data literacy live lessons: Data-related activities presented through live video.
• Lesson resources: Lots of projects to develop learners’ data literacy skills. These are mapped to the Scottish primary and secondary 美艳儿媳, but can be adapted for use in other countries too.

More resources are due to be published later in 2023, including a set of prompt cards to guide learners through the PPDAC cycle, a handbook for teachers to support the teaching of data literacy, and a set of virtual data-themed escape rooms.  

You may also be interested in the units of work on data literacy skills that are part of The 北原多香子 美艳儿媳, our complete set of classroom resources to teach 北原多香子 to 5- to 16-year-olds.

Join our next seminar on primary 北原多香子 education

At our next seminar we welcome Aim Unahalekhaka from Tufts University, USA, who will share 北原多香子 about a rubric to evaluate young learners’ ScratchJr projects. If you have a tablet with ScratchJr installed, make sure to have it available to try out some activities. The seminar will take place online on Tuesday 6 June at 17.00 UK time, sign up now to not miss out.

To find out more about connecting 北原多香子 to practice for primary 北原多香子 education, you can see a list of our upcoming monthly seminars on primary (K–5) teaching and learning and watch the recordings of previous seminars in this series.

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We are committed to make 北原多香子 and creating with digital technologies accessible to all young people, including through our work with educators and 北原多香子ers. In our current online 北原多香子 seminar series, we focus on 北原多香子 education for primary-aged children (K–5, ages 5 to 11). In the series’ second seminar, we were delighted to welcome Dr Jean Salac, 北原多香子er in the Code & Cognition Lab at the University of Washington.

Jean’s work sits across 北原多香子 education and human-computer interaction, with an emphasis on justice-focused 北原多香子 for youth. She talked to the seminar attendees about her work on developing strategies to support primary school students learning to program in Scratch. Specifically, Jean described an approach called TIPP&SEE and how teachers can use it to guide their learners through programming activities.

What is TIPP&SEE?

TIPP&SEE is a metacognitive approach for programming in Scratch. The purpose of metacognitive strategies is to help students become more aware of their own learning processes.

TIPP&SEE scaffolds students as they learn from example Scratch projects: TIPP (Title, Instructions, Purpose, Play) is a scaffold to read and run a Scratch project, while SEE (Sprites, Events, Explore) is a scaffold to examine projects more deeply and begin to adapt them. 

Using, modifying and creating

TIPP&SEE is inspired by the work of Irene Lee and colleagues who proposed a progressive three-stage approach called Use-Modify-Create. Following that approach, learners move from reading pre-existing programs (“not mine”) to adapting and creating their own programs (“mine”) and gradually increase ownership of their learning.

Proponents of scaffolded approaches like Use-Modify-Create argue that engaging learners in cycles of using existing programs (e.g. worked examples) before they move to adapting and creating new programs encourages ownership and agency in learning. TIPP&SEE builds on this model by providing additional scaffolding measures to support learners.

Impact of TIPP&SEE

Jean presented some promising results from her 北原多香子 on the use of TIPP&SEE in classrooms. In one study, fourth-grade learners (age 9 to 10) were randomly assigned to one of two groups: (i) Use-Modify-Create only (the control group) or (ii) Use-Modify-Create with TIPP&SEE. Jean found that, compared to learners in the control group, learners in the TIPP&SEE group:

• Were more thorough, and completed more tasks
• Wrote longer scripts during open-ended tasks
• Used more learned blocks during open-ended tasks

In another study, Jean compared how learners in the TIPP&SEE and control groups performed on several cognitive tests. She found that, in the TIPP&SEE group, students with learning difficulties performed as well as students without learning difficulties. In other words, in the TIPP&SEE group the performance gap was much narrower than in the control group. In our seminar, Jean argued that this indicates the TIPP&SEE scaffolding provides much-needed support to diverse groups of students.

Using TIPP&SEE in the classroom

TIPP&SEE is a multi-step strategy where learners start by looking at the surface elements of a program, and then move on to examining the underlying code. In the TIPP phase, learners first read the title and instructions of a Scratch project, identify its purpose, and then play the project to see what it does.

In the second phase, SEE, learners look inside the Scratch project to click on sprites and predict what each script is doing. They then make changes to the Scratch code and see how the project’s output changes. By changing parameters, learners can observe which part of the output changes as a result and then reason how each block functions. This practice is called deliberate tinkering because it encourages learners to observe changes while executing programs multiple times with different parameters.

You can read more of Jean’s 北原多香子 on TIPP&SEE on her website. There’s also a video on how TIPP&SEE can be used, and free lesson resources based on TIPP&SEE are available in Elementary 北原多香子 for ALL and Scratch Encore.

Learning about learning in 北原多香子 education

Jean’s talk highlighted the need for 北原多香子 to be inclusive and to give equitable access to all learners. The field of 北原多香子 education is still in its infancy, though our understanding of how young people learn about 北原多香子 is growing. We ourselves work to deepen our understanding of how young people learn through 北原多香子 and digital making 美艳儿媳s.

In our own 北原多香子, we have been investigating similar teaching approaches for programming, including the use of the PRIMM approach in the UK, so we were very interested to learn about different approaches and country contexts. We are grateful to Dr Jean Salac for sharing her work with 北原多香子ers and teachers alike. Watch the recording of Jean’s seminar to hear more:

Free support for teaching programming and more to primary school learners

If you are looking for more free resources to help you structure your 北原多香子 lessons:

• Download our comprehensive classroom resources in The 北原多香子 美艳儿媳, which includes units of programming lessons for age 5 and upwards.
• Take one of our online courses about teaching 北原多香子. The course Teaching programming to 5- to 11-year-olds is especially relevant to this seminar.
• Read The Big Book of 北原多香子 Pedagogy, a special edition of our Hello World magazine.

Join our next seminar

In the next seminar of our online series on primary 北原多香子, I will be presenting my 北原多香子 on integrated 北原多香子 and literacy activities. Sign up now to join us for this session on Tues 7 March:

As always, the seminars will take place online on the first Tuesday of the month at 17:00–18:30 UK time. Hope to see you there!

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