El pensamiento computacional en el aula. Posibles objetivos para Infantil y Primaria. El INTEF hace pública una propuesta normativa para Infantil y Primaria en relación con las enseñanzas de programación, robótica y pensamiento computacional en España. Se completa el informe sobre la situación actual de dichas enseñanzas, ya adelantado a comienzos de 2018, con nuevos datos de otras tantas Comunidades Autónomas. La elaboración de este informe ha sido posible gracias a la participación de representantes del Ministerio de Educación y Formación Profesional, de las Consejerías y Departamentos de Educación de catorce Comunidades Autónomas, junto a empresas, asociaciones profesionales de docentes, universidades y entidades que desarrollan actividades pioneras en este campo. La ponencia aspira a ofrecer un marco de reflexión y un punto de partida útil para las administraciones educativas. El rigor científico y el análisis de la realidad han presidido sus deliberaciones. Si quiere más información o consultarnos dudas sobre esta entrada póngase en contacto con nosotros.
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).
Un modello per il coding a scuola – CodeMOOC Non sarò breve. Per avviare un ragionamento sul coding a scuola occorre prima di tutto intendersi sul significato di alcuni termini, senza la pretesa di (ri)definirli o di fare un glossario esaustivo, ma allo scopo di adottare una convenzione che riduca il rischio di fraintendimento, almeno nell’ambito di questa riflessione. In che relazione stanno tra loro questi termini? Dati di fatto: Dal 2013 il coding è stato posto al centro di campagne di sensibilizzazione a livello internazionale (Europe Code Week, Computer Science Education Week) finalizzate a ridurre lo skill gap e il gender gap. Il ruolo della scuola Che la scuola abbia un ruolo fondamentale è implicito nell’idea stessa di alfabetizzazione funzionale, ma vale la pena di dirlo comunque. Disciplina o approccio metodologico? Ma la scuola ha bisogno di coding o di programmazione? Distinguere i due piani ha molte ripercussioni organizzative e operative. Un modello per il coding e l’informatica a scuola Lavori in corso Ci lavoriamo?
SSAT | Subjects & Curriculum By SSAT On · Add Comment Subject support is at the core of the SSAT’s membership offer. There are many types of support, including subject radars, online resources, publications and events. Online subject networksSSAT hosts lively online forums for the following subject areas: geography, history, literacy, mathematics, MfL, numeracy and science. SSAT subject radarsSSAT’s subject radars bring subject teachers and leaders the latest developments in subjects and how they are being applied in schools. You’ll find more information on each subject area using the grid below. The arts homepage. Arts information The computer science homepage. Computing The science homepage. Science The STEM homepage. The MFL homepage. Modern Foreign Languages The religious education homepage. Religious Education The mathematics homepage. Mathematics The literacy homepage. Literacy The history homepage. History The geography homepage. Geography An online member network, resources and events. Numeracy Specialism Quality Mark
Curso / Taller: Arduino - nivel I El Fab Lab ESAN, es el mejor lugar para aprender y diseñar proyectos con la placa Arduino. Tenemos un espacio inspirador con todas las facilidades para un aprendizaje lúdico. En este curso/taller de 16 horas de duración está dirigido a todo público interesado en iniciar su proceso de entrenamiento en el diseño y armado de circuitos electrónicos simples controlados por la placa Arduino ( El participante aprenderá los fundamentos de la electrónica, los fundamentos de la programación con Arduino, estará en capacidad de diseñar y construir circuitos electrónicos con componentes simples (sensores y actuadores). El curso no requiriere experiencia previa y busca, además de capacitar, inspirar a los participantes en aplicar lo aprendido en sus proyectos futuros. Puede descargar el syllabus en el siguiente enlace: [bajar] Inscripciones e informes -->> fablab_esan@esan.edu.pe Inicios: Próximo Inicio Sábado 17 Febrero 2018: Curso/Taller: Arduino - Nivel I
Nuevos Alfabetismos y Pensamiento Computacional en el Plan Ceibal en Uruguay | Blog de la Educación Mundial Dr, Cristobal Cobo, director Centro de Estudios Fundación Ceibal El alfabetismo evoluciona a medida que cambian los sistemas de construcción de conocimiento en nuestra sociedad. Por tanto al evolucionar las formas en que se utilizan los distintos lenguajes, se enriquecen y complejizan los alfabetismos producto de las transformaciones en el uso de los sistemas de códigos y reglas de comunicación que empleamos. La erradicación del analfabetismo (saber leer y escribir ) en el marco de los Objetivos de Desarrollo Sostenible busca asegurar que el 100% de los jovenes y ‘una proporción sustancial de los adultos’ alcancen la alfabetización para 2030 (Meta 4.6) y que esto se traduzca entre otros beneficios en mayores oportunidades de empleabilidad (Meta 4.4). Durante la segunda mitad del siglo XX y las primeras décadas del siglo XXI hemos visto una consistente diversificación de los sistemas de símbolos utilizados en la era moderna. En América Latina también se observan acciones en este campo.
Teaching London Computing | We are teaching london computing Introduzione a Scratch: 4, interagiamo Nella terza parte abbiamo visto il funzionamento dei blocchi logici e di alcuni degli operatori a loro associati. Ora proseguiamo nella nostra esplorazione e vediamo come possiamo migliorare il livello di interazione del linguaggio. Questa volta Scratch Cat chiederà informazioni direttamente a noi, le memorizzerà e le utilizzerà per elaborare un risultato. Riprendiamo un po’ lo schema che avevamo usato nella seconda parte per lo scambio di saluti fra Scratch Cat e Girl2, e diamo una occhiata a questo codice (potete aprirlo qui): Quando clicchiamo sulla bandierina verde, il gattino comincerà presentandosi, poi chiederà ‘E tu chi sei?’ Facciamo una prova pratica con questo codice: Scratch Cat ci chiederà due numeri e ci dirà la somma di essi: Per scriverlo a mano dobbiamo preventivamente creare due variabili, chiamate num1 e num2, in cui conserveremo i due numeri da sommare. Come funziona il programma? Come possiamo migliorare questo semplice programma? (Segue)
Business Events Finder - Creativity For Logical Thinkers, Events Computational Thinking Computational Thinking (CT) is a problem solving process that includes a number of characteristics and dispositions. CT is essential to the development of computer applications, but it can also be used to support problem solving across all disciplines, including math, science, and the humanities. Students who learn CT across the curriculum can begin to see a relationship between subjects as well as between school and life outside of the classroom. CT involves a number of skills, including: These skills are supported and enhanced by a number of dispositions or attitudes that include: Confidence in dealing with complexity Persistence in working with difficult problems Tolerance for ambiguity The ability to deal with open ended problems The ability to communicate and work with others to achieve a common goal or solution See our Computational Thinking Concepts Guide for a printable version of this list, along with teaching tips for each concept.
Why children should NOT be taught to code | David Buckingham There is growing enthusiasm for the idea that children should be taught digital coding. Yet what assumptions is this based upon, and how valid are they? In October this year, the BBC will be providing a free pocket-sized computer called the Micro Bit to all one million incoming secondary school students in the UK. With the support of organizations like Code Club and Coder Dojo, children will be taught to write basic computer programs using the BBC’s Make It Digital website. According to the BBC, the Micro Bit will address the UK’s ‘digital skills gap’ and enable young people to ‘express themselves digitally’. With the BBC about to undergo a root and branch review driven by a hostile Culture Minister, the Micro Bit might seem like a better investment than further inflated salaries for its executives or a set of new swivelling chairs for The Voice. Initiatives like the Year of Code, the Hour of Code, Codecademy and Code Clubs have been accompanied by a tsunami of hype. Like this: