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.
You probably know the original story: One of the blind men touched the ear and said an elephant is a curtain; the second touched the leg and announced that an elephant is a huge pillar; and the third touched the tail and said, “No, no, it’s a small snake.” The story allows us to cast the question about the integrity of Logo as: Where’s the elephant? As teachers we might well worry: in our desire to show children many ways to use the computer are we missing the wood for the trees?
The critical logician in me felt a little silly when the associationist bricoleur in me reached for Robert Dehort’s The Life and Lore of the Elephant and Why Animals Have Tails. But the bricoleur won, for the trail led me to see the connection between ears, legs, and tails in a deeper light than I had before. And it turned the story into a much better metaphor for parts and wholes of understanding.
By this time the meaning of the word “blind” in the original story had changed for me. In its complacent reading the story allows those of us who are blessed with sight to congratulate ourselves on seeing the connections between the ears, legs, and tails of the elephant. But to “see” real connections we also need a spirit of playful, exploratory inquiry and skill in the unnamed art of making connections. And most of all, we need to have a taste for making connections, to retain the joy in connecting that is innate in all of us – though so often attenuated in school by habits of dissociated learning.
Which reality do you prefer? That may be an increasingly common entertainment choice in the next year or two as virtual-reality headsets such as Sony’s Project Morpheus and Facebook’s Oculus Rift go on sale and as companies such as Microsoft push...
A new facility at Virginia Tech uses large-scale visuals and sound to immerse users in vast amounts of data.
That's the thinking behind Virginia Tech's Cube, an adaptable space for research and experimentation housed in the campus's Moss Arts Center. A joint project of the university's Center for the Arts and the Institute for Creativity, Arts & Technology (ICAT), the Cube officially opened for business in January but has already hosted numerous performances as well as events in big data exploration and immersive environments.
It can’t be easy to design computer games for the very paranoid. At various points while trying out the U.K. Cyber Security Challenge games, which were designed to identify and train cybersecurity professionals, I managed to convince myself that the whole point of the game was to see whether I...
Coding is only one aspect of the technology industry, with innovation and creativity being just as important, but the skill is more than just executing simple commands on-screen. Coding teaches children how to think critically and how to be proficient problem solvers and inspires them to imagine the many possibilities computing has to offer.
"Knowing that problems aren’t… a problem gives us the confidence to try new thing."
The computational thinking skills that coding teaches us are incredibly important: we learn how to deal with problems, how to break them up into their component parts, figure out where the issue is, what the issue is, work out a fix and then implement that fix. Over time this practice builds confidence. Knowing that problems aren’t… a problem gives us the confidence to try new things and to try old things in new ways, knowing that when we come across a problem we know how to deal with it is empowering. Industry is crying out for our future generations to be more innovative, to think outside the box. Problem solving skills are life skills, important no matter what path our children choose to take.
Critical thinking is another skill that all children can possess and develop, so setting logical questions for them to experiment with is an important element to any lesson. Once they’re ready, tell your students that they are going to write a program, they need to think about what this program needs to accomplish, how that needs to be interpreted in order to write a program for it, then write the program. They will soon be building skills without even realising it!
Implementing a cross-curricular approach to the subject can really help to develop this further. By allowing pupils to consider the links between computing and other disciplines, such as coordinates in Geography, variables in maths or electronics in science, they will be able to get to grips with the idea of computational thinking far quicker
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