Recently I purchased my first home. In the kitchen there was a small TV wall mounted however the TV itself was faulty so I was wondering, what should I do with this wall bracket since I didn’t really want a TV in the kitchen area. Then it dawned on me, instead of using a paper calendar with tiny little boxes to write things in I want my Google calendar on the wall. To tackle this instructable you should have a general understanding of home networking and computing, some linux experience wouldn’t go astray but is not really necessary. If you run into something you don't understand just remember google search is your friend. Equipment you will need Home network (wireless if you can't run a cable to the Pi) Raspberry Pi (I've used the model B) SD card 2GB or larger AC Adaptor (I used a USB wall charger fo
Via F. Thunus
At a recent morning workshop for school leaders at a fairly small New England public school district, about an hour into a conversation focused on what they believed about how kids learn best, an assistant superintendent somewhat surprisingly said aloud what many in the room were no doubt feeling. “When I really try to square …
Around the world, there is a new movement to use the new tools and technology of the Maker Movement to give children authentic learning experiences beyond textbooks and tests. The Stanford FabLearn Fellows are a group of 18 educators who are working at the forefront of this new movement in all corners of the globe. They teach in FabLabs, makerspaces, classrooms, libraries, community centers, and museums – all with the goal of making learning more meaningful in the modern world.
In this book, the FabLearn Fellows share projects, assessment strategies, lesson planning guides, and ideas from their learning spaces. In over 200 pages illustrated with color photos of real student work, the Fellows take you on a tour of the future of learning, where children make sense of the world by making things that matter to them and their communities. To read this book is to rediscover learning as it could be and should be – a joyous, mindful exploration of the world, where the ultimate discovery is the potential of every child.
The BBC has dispatched up to 1 million of the micro:bit, its credit card-sized computers, to all children in Year 7 across the UK. The micro:bit, which is the modern descendant of the 1980s mini-computer the BBC micro, is a small, low cost computer designed to teach children how to code. It is made up of processors and sensors - the raw materials of a computer -but can be programmed in a number of ways. The goal is to teach kids to program and create their own games on the tiny device. "We wanted to try to create something that would ultimately help tackle the skills gap in the UK when it comes to the tech sector," said Sinead Rocks, the head of the BBC micro:bit project. "Children have many devices. They’re used to using tablets and smartphones. We wanted to do something that transformed them from being passive users, to teach them something about what they use on a daily basis." Up to one million of the devices are being given for free to all year seven pupils across the UK, including those who are home schooled, at private schools, and at state schools. The micro:bit was supposed to be released back in September, but delayed five months due to hardware issues and problems with the power supply. However, the children will permanently own the computers, so the delay on the micro:bit's release doesn't affect the pupils' time with it, said Rocks. What can I do with my BBC micro:bit? The micro:bit is similar to the Raspberry Pi, but is designed to be an entry level product for children that don't have any previous experience, or even interest, in coding. "It creates that first step for children who may not have known that they had an interest in coding," said Rocks. It has 25 red LED lights, and children can code it so text or designs are projected onto the lights, displaying messages. It also has Bluetooth capability, edge connectors, an accelerometer, a built-in compass, and a magnetometer. The micro:bit can be programmed to become anything from a game to a smart watch or fitness tracker. It can be connected to other devices like a television, to sensors, and even computers, such as the Raspberry Pi and Arduino. Teachers, who received micro:bits ahead of the children and who have started experimenting with them, have created games, used the bluetooth function to control an MP3 player, and connected it to headphones, according to Rocks. One class sent a micro:bit into near space in a weather balloon, and another created a limbo pole using its motion sensor. It has also been used to measure the dampness of soil, and to create a selfie remote control. "We wanted to create something that would surprise us," said Rocks. "It's really been gratifying to see that happening so early on in the initiative in the variety of ways it's already being used." The BBC partnered with 31 companies on the Make It Digital project, including technology giants Samsung and Microsoft, are running workshops on how to use the device. Samsung has also released an app that lets owners code on the go. And the BBC will be holding a series of live lessons on its website about how to use the computer. How is it different from the BBC micro? The micro:bit takes inspiration from the BBC micro of the 1980s. "Our ultimate ambition was to create something that had the same sense of energy and ambition that the micro did in the 80s," said Rocks. The micro:bit is smaller, faster, lighter and more adaptable than the micro was. "It's a replacement fit for this new tech era that we're in." The BBC micro came out when computing was a fairly new concept, and was designed to teach the UK what computers could be used to achieve. Now, the power of computers is ubiquitous, but most people don't understand how to control them, how the back end works. This is where the micro:bit comes in. "The BBC micro:bit has the potential to be a seminal piece of British innovation" Tony Hall, Director-General, BBC "The BBC micro started me on my journey towards a career in technology and the BBC micro:bit can have the same effect on children receiving their devices from today," said Simon Segars, chief executive of ARM, the Cambridge-based company who's hardware and software development kits were used to create the micro:bit. "The ability to code is now as important as grammar and mathematics skills and it can unlock important new career options. I can easily imagine a new wave of design entrepreneurs looking back and citing today as the day their passion for technology began." The hardware and much of the software behind the micro:bit will soon be made open source, and the devices will also go on sale to the general public. "The BBC micro:bit has the potential to be a seminal piece of British innovation, helping this generation to be the coders, programmers and digital pioneers of the future," said Tony Hall, the director general of the BBC. 10 things you can build using a Raspberry Pi For a round-up of technology news and analysis, sign up to our weekly Tech Briefing here.
Via F. Thunus
I have been asked to return to teach summer enrichment classes on maker education for elementary-aged learners at a local school during the summer of 2016. One of the new classes I am designing is called Coding and Bots. It is a week long (5 days) class that will meet for 2.5 hours each morning. The description is:
Learn how to code first by playing games and then by coding some bots including Sphero, Ollie, mBot, OZOBOT, and Dash and Dot. All ages are welcome but the child should have basic symbol recognition/reading skills.
Two things to note about this class are, first, I learned last summer not to underestimate the learning potential of very young kids. These classes are mixed ages ranging from 4 to 10 year old kids. For most of the maker education activities, the very young ones could perform them, sometimes better than the older kids. Second, I am a strong proponent of hands on activities. Although I like the use of iPads and computers, I want elementary aged students to have to directly interact with materials. As such, I am designing Coding and Bots to include using their bodies and manipulating objects. This translates into having all activities include the use of objects and materials excluding and in conjunction with the iPad – not just using the iPad and online apps/tools to learn to code. The activities I plan to do follow:
Ahead of the official launch of our Resource Library‘s Professional Development category in fall 2016, we are excited to offer a preview of three professional development modules around maker education. Each module is centered around a video and contains prompts to consider and comment on in the Professional Development section of our online Google+ community and on Twitter with #makered and @MakerEdOrg.
In this project author will show you how he repurposed the useless buttons on my TV remote to control the LEDs behind his TV. You can also use this technique to control all sorts of things with a b…
Via F. Thunus
Our STEM Lab/Makerspace is a HUGE hit with our students. Since I oversee the lab and take the classes in I get bombarded by kids all day asking if it is their day to go to the STEM Lab. They are building, discovering, exploring, designing, problem solving, and having a blast doing it. However, as the kids continued to explore the STEM Lab we began to notice that they had moved past the exploration phase and wanted a bit more direction and challenge. We realized that we needed to up our game a bit to take our lab to the next level so we decided to gamify our STEM Lab with challenges and badges! It took some prep but once the challenge cards and badges were created we were ready to roll. We are happy to share our tips, tricks and resources so that you can gamify your STEM or STEAM Lab too.
I will freely admit that I have no time for SocMediaEdu types anymore. It's like watching a weird cabaret featuring the neo-Von Trapp singers. I wince at the ego driven need to be at the 'cool' conference, simply to churn our a cover of someone else's song. ix years on from Minecraft's initial steps into Six…
Since creating my makerspace and more recently, since publishing my book on makerspaces, I have had the honor of having conversations with, as well as working with, people all across the world. One of the most important lessons I have learned is that….
No two school makerspaces should ever be exactly alike, because no two school communities are ever exactly alike.
“There is a misconception that the user wants more, more, more. I love the infinite (intelligent) possibilities you have created with less, less, less. I finally have a place to manage my incomplete thoughts.”
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