Support for Teachers: Classroom Activities The cs4fn team do a range of talks and activities. As with our writing they take a fun offbeat approach to the subject and are embedded in research activity. (Oh, and we tend to prefer rope and tube technology over silicon for our activities.) We are giving live talks about our approach to teaching computer science in conjunction with Google in their CS on AIr series using Google Hangouts. We have written many of the activities up so that you can pick them up and use them in the classroom. We are currently working with the computing at schools group to create a version that is linked to the national curriculum and suitable for teachers to deliver at KS3. If you try out any of these activities, please let us know how it went by emailing us or filling out the form on the "Contact Us" part of the site (see the lefthand panel).
Code Monster from Crunchzilla <h2>Code Monster use Javascript. Please enable Javascript if you want the play with the Code Monster. Otherwise, Code Monster will not be able to play with you. </h2> I'm Code Monster! Getting Started Lesson 1 BACK How to Play | Lesson Sections | About | FAQ | Terms of Use | Privacy | Contact | © 2014 How to Play Code Monster teaches kids and adults a little about Javascript programming! It's easy to play. Click on the Reset button if you really mess up your code and want to start over on a lesson. Code Monster saves what lesson you are on, so feel free to stop at any time and come back later. Have fun! About Code Monster from Crunchzilla is an interactive tutorial for kids that focuses on action. Projects start with simple boxes and colors, rapidly progressing into exciting experiments with simple animation and fractals. Code Monster is a gentle and fun introduction to programming concepts. Code Monster is based in Seattle, WA. Frequently Asked Questions What is the c in things like c.save()?
National curriculum in England: computing programmes of study Purpose of study A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. Aims The national curriculum for computing aims to ensure that all pupils: can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems are responsible, competent, confident and creative users of information and communication technology Attainment targets Schools are not required by law to teach the example content in [square brackets]. Subject content
Gamestar Mechanic Teaching London Computing | We are teaching london computing Minecraft Modding Classes - ThoughtSTEM Beneath the world of Minecraft is an equally fascinating world of hardware and software -- built upon 150 years of computer science history. This class introduces students to this new world by exploring client/server architectures, network security, operating systems, and computer programming. To explore this world, students will be guided in setting up Minecraft servers and building Minecraft mods – while also being taught key computer science principles. The class is taught in a project-based style – with minimal lectures – making it both fun and educational. A talk by ThoughtSTEM's CEO. Why we use Minecraft to teach. Creative Computing | Resources Ideas, approaches, and activities for cultivating computational thinking and computational creativity in your classroom Resources from a summer workshop for middle-school and high-school teachers Organized by the MIT Media Lab, in collaboration with Google's CS4HS initiative In this workshop for middle-school and high-school teachers, we explore new educational technologies and instructional strategies to engage students in creative design activities -- and, in the process, help students develop as computational thinkers and computational creators. The workshop is designed around four core ideas about learning experiences (designing, personalizing, collaborating, reflecting), with the intention of providing teachers the same opportunities for learning that we imagine for their students. This page provides a sketch of the workshop and some of the resources that we created for it. Session #1: Introduction to Creative Computing Activities/Resources Session #2: Art Session #3: Stories
Collection of eLearning Tools | A&H: Technology Enhanced Learning Learning is becoming: dynamic, real-time, social, mobile, local, fluid, peer to peer, gamified. The future will require more resilience. “The illiterate of the 21st century will not be those who cannot read or write, but those who cannot learn, unlearn and relearn.” – Alvin Toffler. Teachers are filters for the current information tsunami. “The problem is not really information overload, but filter failure.” – Clay Shirky. Tools like the ones below are redefining the relationships between us and data/information, teachers and learners, work and play and enabling the re-imagination of education as interactive / online / accessible / ubiquitous. Over 2,000 tools for learning and working in education and the workplace LINK20 Must-Have Educational Resources For All Teachers LINKScreenr web-based screen recorder LINKSculptris is a 3D sculpting software LINK12 Tech Tools That Will Transform The Way You Teach!
Programación en la Educación Escolar > Fundamentos > Artículos Una guía de dibujos animados para solucionar problemas, diseñar sistemas y comprender el comportamiento humano. Un proyecto de Benjamin Chun & Tim Piotrowski Descargue esta Guía en formato PDF Práctica #1 del Pensamiento Computacional: Analizar los efectos de la computación La computación está en todas partes. La computación no es simplemente una palabra diferente para referirse a la tecnología. Todo el envío y la recepción de datos se sucede por medio de ondas de radio. Parte considerable del trabajo de analizar los efectos de la computación es la observación cuidadosa, como lo están haciendo en esta ilustración Blas, Ada, Carlos, Alan y Gracia. Práctica # 2 del Pensamiento Computacional Producir artefactos computacionales Cuando hablamos de crear artefactos computacionales nos referimos a hacer cosas. En esta ilustración los personajes están construyendo, probando y explorando artefactos computacionales. Gracia está creando algo nuevo. Descomponer
Life Vest Challenge | TryEngineering Lesson Focus Lesson explores the engineering behind life vests or personal flotation devices and the challenges met by these devices. Students work in teams to design and build a flotation device out of everyday materials that can keep an unopened can of soup or vegetables afloat in a bucket of water or sink for a minute. Age Levels: Objectives Learn about engineering design and redesign.Learn about personal floatation devices (PFDs).Learn how engineering can help solve society's challenges.Learn about teamwork and problem solving. Anticipated Learner Outcomes As a result of this activity, students should develop an understanding of: engineering designsafety and societyteamwork Lesson Activities Students explore how engineers have solved societal problems such as developing and improving equipment that helps save lives in water emergencies. Resources/Materials Teacher Resource DocumentsStudent Resource SheetStudent Worksheet Alignment to Curriculum Frameworks
Kindergarten coders can program before they can read - 26 July 2013 Going back to school to meet the 4-year-olds who are learning to program computers thanks to a new graphics-based coding language LORNA is 4, going on 5. I've never met her before, but her eyes light up when she sees me. I hand her the iPad I'm carrying and the silliness melts away in an instant. Lorna and her classmates, who range in age from 4 to 7, are taking part in a pilot study here at Tufts University in Medford, Massachusetts, to see how young children respond to ScratchJr, a spin-off of the Scratch programming language. Tools like Scratch aim to address what their developers see as a lack of computer programming instruction in schools today. Unlike typical programming languages, which require users to type in complicated text commands, Scratch uses coloured blocks that are strung together to create lines of code. It may sound very simple, says Marina Bers at Tufts, who co-created ScratchJr, "but it teaches sequencing – the idea that order matters". Building with blocks