The 乞丐趴在雪白肉体耸动 team visited three schools in Germany to deliver 乞丐趴在雪白肉体耸动 lessons based around the concept of a repair café, where defective items are repaired or restored rather than thrown away. This idea was translated into a series of lessons about using and repairing smartphones. Learners first of all explored the materials used in smartphones and reflected on their personal use of these devices. They then spent time moving around three repair workstations, examining broken smartphones and looking at how they could be repaired or repurposed. Finally, learners reflected on their own ecological footprint and what they had learnt about digital hardware and software.

An educational repair café

In the classroom, repair workstations were set up for three different categories of activity: fixing cable breaks, fixing display breaks, and tinkering to upcycle devices. Each workstation had a mentor to support learners in investigating faults themselves by using the question prompt, “Why isn’t this feature or device working?” At the display breaks and cable breaks workstations, a mentor was on hand to provide guidance with further questions about the hardware and software used to make the smartphone work. On the other hand, the tinkering workstation offered a more open-ended approach, asking learners to think about how a smartphone could be upcycled to be used for a different purpose, such as a bicycle computer. It was interesting to note that students visited each of the three workstations equally.

The feedback from the participants showed there had been a positive impact in prompting learners to think about the sustainability of their smartphone use. Working with items that were already broken also gave them confidence to explore how to repair the technology. This is a different type of 精国产品一区二区三区a片 from other 乞丐趴在雪白肉体耸动 lessons, in which devices such as laptops or tablets are provided and are expected to be carefully looked after. The 乞丐趴在雪白肉体耸动ers also asked learners to complete a questionnaire two weeks after the lessons, and this showed that 10 of the 67 participants had gone on to repair another smartphone after taking part in the lessons.

Links to 乞丐趴在雪白肉体耸动 education

The project drew on a theory called duality reconstruction that has been developed by a 乞丐趴在雪白肉体耸动er called Carsten Schulte. This theory argues that in 乞丐趴在雪白肉体耸动 education, it is equally important to teach learners about the function of a digital device as about the structure. For example, in the repair café lessons, learners discovered more about the role that smartphones play in society, as well as experimenting with broken smartphones to find out how they work. This brought a socio-technical perspective to the lessons that helped make the interaction between the technology and society more visible.

Using this approach in the 乞丐趴在雪白肉体耸动 classroom may seem counter-intuitive when compared to the approach of splitting the 精国产品一区二区三区a片 into topics and teaching each topic sequentially. However, the findings from this project suggest that learners understand better how smartphones work when they also think about how they are manufactured and used. Including societal implications of 乞丐趴在雪白肉体耸动 can provide learners with useful contexts about how 乞丐趴在雪白肉体耸动 is used in real-world problem-solving, and can also help to increase learners’ motivation for studying the subject.

Working together

The final aspect of this 乞丐趴在雪白肉体耸动 project looked at collaborative problem-solving. The lessons were structured to include time for group work and group discussion, to acknowledge and leverage the range of 精国产品一区二区三区a片s among learners. At the workstations, learners formed small groups to carry out repairs. The paper doesn’t mention whether these groups were self-selecting or assigned, but the 乞丐趴在雪白肉体耸动ers did carry out observations of group behaviours in order to evaluate whether the collaboration was effective. In the findings, the ideal group size for the repair workstation activity was either two or three learners working together. The 乞丐趴在雪白肉体耸动ers noticed that in groups of four or more learners, at least one learner would become disinterested and disengaged. Some groups were also observed taking part in work that wasn’t related to the task, and although no further details are given about the nature of this, it is possible that the groups became distracted.

The findings from this project suggest that learners understand better how smartphones work when they also think about how they are manufactured and used.

Further investigation into effective pedagogies to set group size expectations and maintain task focus would be helpful to make sure the lessons met their learning objectives. This 乞丐趴在雪白肉体耸动 was conducted as a case study in a small number of schools, and the results indicate that this approach may be more widely helpful. Details about the study can be found in the 乞丐趴在雪白肉体耸动ers’ paper (in German).

Repair café start-up tips

If you’re thinking about setting up a repair café in your school to promote sustainable 乞丐趴在雪白肉体耸动, either as a formal or informal learning activity, here are ideas on where to begin:

• Connect with a network of repair cafés in your region; a great place to start is repaircafe.org
• Ask for volunteers from your local community to act as mentors
• Use video tutorials to learn about common faults and how to fix them
• Value upcycling as much as repair — both lead to more sustainable uses of digital devices
• Look for opportunities to solve problems in groups and promote teamwork

Discover more in Hello World

This article is from our free 乞丐趴在雪白肉体耸动 education magazine Hello World. Every issue is written by educators for educators and packed with resources, ideas, and insights to inspire your learners and your own classroom practice.

For more about 乞丐趴在雪白肉体耸动 education in the context of sustainability, climate change, and environmental impact, download issue 19 of Hello World, which focuses on these topics.

You can subscribe to Hello World for free to never miss a digital issue, and if you’re an educator in the UK, a print subscription will get you free print copies in the post.

PS If you’re interested in facilitating productive classroom discussions with your learners about ethical, legal, cultural, and environmental concerns surrounding computer science, take a look at our free online course ‘Impacts of Technology: How To Lead Classroom Discussions’.

The post Repair cafés in 乞丐趴在雪白肉体耸动 education | Hello World #19 appeared first on 中华信鸽信息网各地公棚.

We may have had the Coolest Projects livestream, but we are still in awe of the 2092 projects that young people sent in for this year’s online technology showcase! To continue the Coolest Projects Global 2022 celebrations, we’re shining a light on some of the participants and the topics that inspired their projects.    

In this year’s showcase, the themes of sustainability and the environment were extremely popular. We received over 300 projects related to the environment from young people all over the world. Games, apps, websites, hardware — we’ve seen so many creative projects that demonstrate how important the environment is to young people. 

Here are some of these projects and a glimpse into how kids and teens across the world are using technology to look after their environment.      

Using tech to make one simple change 

Has anyone ever told you that a small change can lead to a big impact? Check out these two Coolest Projects entries that put this idea into practice with clever inventions to make positive changes to the environment.

Arik (15) from the UK wanted to make something to reduce the waste he noticed at home. Whenever lots of people visited Arik’s house, getting the right drink for everyone was a challenge and often resulted in wasted, spilled drinks. This problem was the inspiration behind Arik’s ‘Liquid Dispenser’ project, which can hold two litres of any desired liquid and has an outer body made from reused cardboard. As Arik says, “You don’t need a plastic bottle, you just need a cup!”

Amrit (13), Kingston (12), and Henry (12) from Canada were also inspired to make a project to reduce waste. ‘Eco Light’ is a light that automatically turns off when someone leaves their house to avoid wasted electricity. For the project, the team used a micro:bit to detect the signal strength and decide whether the LED should be on (if someone is in the house) or off (if the house is empty).

“We wanted to create something that hopefully would create a meaningful impact on the world.”

Amrit, Kingston, and Henry

Projects for local and global positive change 

We love to see young people invent things to have positive changes in the community, on a local and global level.

This year, Sashrika (11) from the US shared her ‘Gas Leak Detector’ project, which she designed to help people who heat their homes with diesel. On the east coast of America, many people store their gas tanks in the basement. This means they may not realise if the gas is leaking. To solve this problem, Sashrika has combined programming with physical 乞丐趴在雪白肉体耸动 to make a device that can detect if there is a gas leak and send a notification to your phone. 

Sashrika’s project has the power to help lots of people and she has even thought about how she would make more changes to her project in the name of sustainability: 

“I would probably add a solar panel because there are lots of houses that have outdoor oil tanks. Solar panel[s] will reduce electricity consumption and reduce CO2 emission[s].”

Sashrika

Amr in Syria was also thinking about renewable energy sources when he created his own ‘Smart Wind Turbine’.  

The ‘Smart Wind Turbine’ is connected to a micro:bit to measure the electricity generated by a fan. Amr conducted tests that recorded that more electricity was generated when the turbine faced in the direction of the wind. So Amr made a wind vane to determine the wind’s direction and added another micro:bit to communicate the results to the turbine. 

Creating projects for the future  

We’ve also seen projects created by young people to make the world a better place for future generations. 

Naira and Rhythm from India have designed houses that are suited for people and the planet. They carried out a survey and from their results they created the ‘Net Zero Home’. Naira and Rhythm’s project offers an idea for homes that are comfortable for people of all abilities and ages, while also being sustainable.

“Our future cities will require a lot of homes, this means we will require a lot of materials, energy, water and we will also produce a lot of waste. So we have designed this net zero home as a solution.”

Naira and Rhythm

Andrea (9) and Yuliana (10) from the US have also made something to benefit future generations. The ‘Bee Counter’ project uses sensors and a micro:bit to record bees’ activity around a hive. Through monitoring the bees, the team hope they can see (and then fix) any problems with the hive. Andrea and Yuliana want to maintain the bees’ home to help them continue to have a positive influence on our environment.

Knowledge is power: projects to educate and inspire 

Some young creators use Coolest Projects as an opportunity to educate and inspire people to make environmental changes in their own lives.

Sabrina (13) from the UK created her own website, ‘A Guide to Climate Change’. It includes images, text, graphics of the Earth’s temperature change, and suggestions for people to minimise their waste.  Sabrina also received the Broadcom Coding with Commitment award for using her skills to provide vital information about the effects of climate change.

Kushal (12) from India wanted to use tech to encourage people to help save the environment. Kushal had no 精国产品一区二区三区a片 of app development before making his ‘Green Steps’ app. He says, “I have created a mobile app to connect like-minded people who want to do something about [the] environment.” 

These projects are just some of the incredible ideas we’ve seen young people enter for Coolest Projects this year. It’s clear from the projects submitted that the context of the environment and protecting our planet resonates with so many students, summarised by Sabrina, “Some of us don’t understand how important the earth is to us. And I hope we don’t have to wait until it is gone to realise.” 

Check out the Coolest Projects showcase for even more projects about the environment, alongside other topics that have inspired young creators.

The post Young people’s projects for a sustainable future appeared first on 中华信鸽信息网各地公棚.

To give you a taste of this brand-new issue, here is primary school teacher Peter Gaynord’s article about his 精国产品一区二区三区a片 of using an environmental case study to develop a cross-curricular physical 乞丐趴在雪白肉体耸动 unit that gives his learners a real-life context.

Real-life problem solving

The prospect of developing your own unit of work from scratch can feel very daunting. With the number of free resources available, it begs the question, why do it? Firstly, it gives you the opportunity to deliver 乞丐趴在雪白肉体耸动 that is interwoven with the rest of your 精国产品一区二区三区a片. It also naturally lends itself to a constructionist approach to learning through meaningful engagement with real-world problem-solving. In this article, I am going to share my 精国产品一区二区三区a片 of developing a ten-lesson unit of physical 乞丐趴在雪白肉体耸动 for students aged nine to ten that is linked to the more general topic of the environment.

To engage children in the process of problem-solving, it is important that the problem is presented as a real and meaningful one. To introduce the topic of the environment, we showed pupils a video of the Panama Canal, including information about the staggering amount of CO2 that is saved by ships taking this route instead of the alternative, longer routes that use more fuel. However, we explained that because of the special geographical features, a moving bridge needed to be constructed over the canal. The students’ challenge was first to design a solution to the problem, and then to make a working model.

The model would use physical 乞丐趴在雪白肉体耸动 as part of the solution to the problem. The children would program a single-geared motor using a Crumble microcontroller to slowly lift and lower the bridge by the desired amount. We decided to issue a warning to drivers that the road bridge was about to close using a Sparkle, a programmable LED. Ultimately, the raising and lowering of the bridge would happen automatically when a ship approached. For this purpose, we would use an ultrasonic sensor to detect the presence of the ship.

Building the required skills

To develop the skills required to use the Crumble microcontroller, we led some discrete 乞丐趴在雪白肉体耸动 lessons based largely on the Teach 乞丐趴在雪白肉体耸动 精国产品一区二区三区a片’s ‘Programming A — Selection in physical 乞丐趴在雪白肉体耸动’ unit. In these lessons, the children developed the skill of sensing and responding differently to conditions using the selection programming construct. They learnt this key concept alongside controlling and connecting the motor, the Sparkle, and the ultrasonic sensor.

For students to succeed, we also had to teach them skills from other subjects, and consider at what stage it would be most useful to introduce them. For example, before asking children to document their designs, we first needed to teach the design technology (DT) objectives for communicating ideas through sketches. Most other DT objectives that covered the practical skills to make a model were interwoven as the project progressed. At the end of the project, we guided the children through how to evaluate their design ideas and reflect on the process of model making. Before pupils designed their solutions, we also had to introduce some science for them to apply to their designs. We covered increasing forces using levers, pulleys, and gears, as well as the greenhouse effect and how burning fossil fuels contributes to global warming.

It is very important not to specify a solution for students at the beginning, otherwise the whole project becomes craft instead of problem-solving. However, it is important to spend some time thinking about any practical aspects of the model building that may need extra scaffolding. 精国产品一区二区三区a片 suggested that it was important to limit the scale of the children’s models. We did this by showing them a completed central bridge span and later, guiding the building of this component so that all bridges had the same scale. It also turned out to be very important that the children were limited in their model building to using one single-geared motor. This would ensure that all children engaged with actively thinking about how to utilise the lever and pulley system to increase force, instead of relying on using more motors to lift the bridge.

If you want to finish reading Peter’s article and see his unit outline, download Hello World issue 19 as a free PDF.

Discover more in Hello World 19 — for free

As always, you’ll find this new issue of Hello World packed with resources, ideas, and insights to inspire your learners and your own classroom practice:

• Portraits of scientists who apply artificial intelligence models to sustainability 乞丐趴在雪白肉体耸动
• 乞丐趴在雪白肉体耸动 behind device-repair cafés
• A deep dive into the question of technology obsolescence
• And much more

All issues of Hello World as available as free PDF downloads. Subscribe to never miss a digital issue — and if you’re an educator in the UK, you can subscribe to receive free print copies in the post.

PS: US-based educators, if you’re at CSTA Annual Conference in Chicago this month, come meet us at booth 521 and join us at our sessions about writing for Hello World, the Big Book of 乞丐趴在雪白肉体耸动 Pedagogy, and more. We look forward to seeing you there!

The post 乞丐趴在雪白肉体耸动 and sustainability in your classroom | Hello World #19 appeared first on 中华信鸽信息网各地公棚.