Supercomputing requires math, thinking skills, algebra and computational thinking and an awareness of gateways to computing. New technologies require rethinking the use of technology Cyberlearning does that for transformational learning.
Back-to-school season is here and, in addition to chalkboards, desks and inspirational posters, today's students may be entering classrooms equipped with sensors, tablet computers and advanced simulation software — at least, if they are using a new...
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When he was founding director of the National Center for Supercomputing Applications (NCSA) in the mid-80s, supercomputing pioneer Dr Larry Smarr witnessed the birth of the first graphical web browser – and realised the internet would be the crucial source of future technology innovation.Fast-forward a few decades, and he expects the pace of change to continue to accelerate.We had the great honour of hosting Dr Smarr in Canberra this month, and over the course of a dinner and a lunch heard what the next breakthrough disruptions could mean for the way we live and work. It was a roller co
There’s more to computer programming than figuring out what inscrutable words like “augop” and “del_stmt” mean. Sure, you’ll have to master the vocabulary, as you do with any foreign language. But the more fundamental challenge is grasping the underlying concepts of coding. How do you get a machine to report the current temperature? Or find you a particularly promising blind date? Or drive your car while you ride along reading “Raise High the Roof Beam, Carpenters”?
Bebras is an international initiative whose goal is to promote computational thinking for teachers and students (ages 8-17 / school years 3-12). Bebras is aligned with and supports the new Australian Digital Technologies Curriculum. Bebras Australia is run by NICTA under the Digital Careers program, funded by the Australian Government as represented by the Department of Communications.…
The push to teach coding and computational thinking in schools is starting to attract widespread support, to the point where it’s only a matter of time before these subjects are introduced.
While some states have already made plans to introduce a digital technology course option into the curriculum, there’s a need to ensure that sufficient resources are in place to help teachers make the transition.
“Some schools have been selectively teaching coding for years and most teachers already incorporate some aspects of computational thinking and problem-solving in their lesson program so it shouldn’t be too hard to fill in the gaps,” she said. However, some of her peers aren’t so confident. A study by Macquarie University of 144 teachers late last year found that more than half (79) had never heard of computational thinking and most had very little idea of what it involved.
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