Participants can create whatever their hearts desire with cardboard-cars, robots, Harry Potter. They decide how the want it to move. Their creation can blink or swing. It can move with a voice command or a motion sensor. Then, they attach a servo and lights and code it using drag and drop.
Learning to code isn’t supposed to be this fun. Apple’s new Swift Playgrounds app for iPads running iOS 10 is aimed at teaching the Swift programming language to middle-school-age children and adults, no coding experience necessary. But it feels like a puzzle game—one that just happens to be solved with commands and functions and For loops, instead of with a slingshot full of birds.
L’apprentissage de la programmation informatique aux élèves dès les petites classes sera obligatoire à la rentrée prochaine. Le premier manuel scolaire à destination des élèves et des enseignants est présenté aujourd’hui.
One thing it doesn’t mean, or it really shouldn’t mean, is that we replace any existing teachers with engineers or computer science specialists. "Learning how to code is certainly not an easy task, but it pales in comparison to learning how to teach," says Adam Enbar, cofounder of the Flatiron School, a coding academy in New York.
Indeed, it doesn’t matter how well you know your way around a line of code if you can’t impart that information clearly to a pupil, a lesson Gina Sipley, a former English and social studies teacher, experienced firsthand when she herself was learning to code through a General Assembly course. "The teacher we had was a brilliant programmer, that was clear, but had never taught before," she explains. "So as the course went on, people sought out the teachers in the room and said, ‘This doesn’t make sense. How would you present the information?’ I don’t have a deep content knowledge at all, but I know how people learn best and how to structure lessons so people are going to get the most out of it."
So, what’s the smartest, most effective way to go about teaching our 3.1 million existing public school teachers to code, so they’re prepared to teach our students?
Au sommaire d’Homo Numericus cette semaine, les machines, les ordinateurs, les smartphones, les écrans multiples qui peuplent notre vie numérique. Nous allons passer derrière ces écrans et essayer de voir comment pensent les machines.
Simplon.co - entreprise sociale et solidaire : la programmation doit être inclusive.
This article is going to get into some detail. For parents wondering whether their child needs to move on to a text-based language, the summary is:
* Graphical vs textual isn't really that important an issue.
* It's whether a particular language allows your child to do what they want to do in a way that's efficient and enjoyable for them.
* Start with what they want to make and find a good language for that which is suited to their expertise level and the way they think.
* It's a myth that adults don't use graphical languages. They do. "
"Flashy spaces and shiny toys in makerspaces are enticing, but it takes time and explicit scaffolding to develop a true Innovator. Building and providing the space for Making to happen is one thing; nurturing a mindset that gives students the mental tools to engage with said spaces is a much larger, and timely, endeavor.
Best defined by the research and work of Carol Dweck, Jo Boaler and Eduardo Briceno, growth mindset is the recognition of the brain as a muscle that—with practice, effort, and nurturing—can continue to grow and develop. When you think of an inventor or innovator, past or present, what descriptors come to mind? Creative. Persistent. Curious. Fearless. Passionate. But educators know that most students don’t show up to your class on the first day of school exhibiting these qualities.
So how do we provide not only the physical tools but the mental tools to Make? Here are the essential pieces:
1. Give students permission to play
2. Build those Maker muscles
3. Reflect often
4. Have some accountability
5. Cultivate an appreciation for failure
6. Use role models to inspire students to become Makers"
Dans le premier épisode des aventures du HTML, découvrez les principes de base du fonctionnement d'Internet et du web. Le second épisode des aventures du HTML, permettra de vous initier aux bases de ce langage et d'apprendre à réaliser votre propre site web.
Proposé dans de nombreux pays, dont la France, le programme LEGO Education dévoile au CES un nouveau kit destiné aux écoles primaires, dont l'objectif est de permettre aux enfants de découvrir les bases [...]
This year's Computer Science Education Week and Hour of Code – December 7-13 – are off and running, and more children's book publishers than ever are offering titles designed to get kids excited to learn how to make computers work.
coding is another word for computer programming, or the means by which one creates a set of instructions that powers a computer’s functions. And in a world filled with myriad tech devices, apps, and games, coding has never been so important. As a result, many educators – and students, too – believe that coding and other aspects of computer science should have a prime spot in school curricula at every level.
Une étude commanditée par la Commission européenne s'est intéressée aux expériences de code des jeunes des 28 Etats membres âgés de 16 à 24 ans. En moyenne, ce sont 19,6% des Européens de cette tranche d'âge qui ont déjà écrit un programme en utilisant un langage informatique spécialisé.La Finlande se hisse sur la première marche du podium avec 37% des 16-24 ans ayant déjà écrit un programme informatique. En queue de peloton, on trouve la Roumanie (8,88%) et la Grèce (8,71%). Parmi les pays qui.
Du 20 juillet au 2 août, zBis quitte temporairement ses locaux près de la gare de La Roche-sur-Yon pour s'installer au Potager Extraordinaire à La Mothe-Achard en Vendée, à quelques kilomètres des plages des Sables d'Olonne.
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