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All Kids Can Code: 4 Factors for Success. Grant Smith , Technology Coordinator: champion of All Kids Code initiative and helping to optimize EdTech as we reach 1:1; authorized Google Education Trainer Posted 05/29/2015 3:42PM | Last Commented 06/02/2015 8:54AM Recently, all of the 9 schools in the Avondale Elementary School District have jumped into the 21st Century and replaced their outdated technology classes with year-round coding courses required for all students.

All Kids Can Code: 4 Factors for Success

The change happened on the first day of school in 2014. Students walked into their computer labs that day without knowing that their special area technology class would never be the same. They came to learn that we replaced their old lessons with coding curriculum. As the year progressed, some students became disillusioned as they realized that coding is hard work. After reflecting on the last year of teaching all 5,500 students the basics of computer programming, there are four keys factors that can be attributed to our success.

Key Factors for Success. 15+ Ways of Teaching Every Student to Code (Even Without a Computer) According to Code.org, 90 percent of parents in the U.S. want their children to learn computer science—it will be crucial for many jobs in the near future—but only 40 percent of schools teach it.

15+ Ways of Teaching Every Student to Code (Even Without a Computer)

Critics claim that it is mainly the more affluent schools that offer computer science courses, thus denying those who attend poorer schools the chance to learn necessary skills. A focus on STEM is not enough: Code.org also reports that while 70 percent of new STEM jobs are in computing, only 7 percent of STEM graduates are in computer science. It is imperative that savvy schools begin to focus some STEM resources on computer science and programming. In my opinion, parents of every student in every school at every level should demand that all students be taught how to code. All Kids Can Code: 4 Factors for Success. 15+ Ways of Teaching Every Student to Code (Even Without a Computer) PyCharm Educational Edition. Zu wenig Informatikunterricht: Schulen bereiten nicht auf digitale Welt vor - Familie.

Fachleute sind sich einig: Kinder sollten so früh wie möglich spielerisch an Informatik herangeführt werden - doch in den Schulen gibt es dazu nicht genug Angebote.

Zu wenig Informatikunterricht: Schulen bereiten nicht auf digitale Welt vor - Familie

Informatik ist lediglich in Bayern und Sachsen Pflichtfach, an den meisten Schulen steht es freiwillig zur Wahl. "Deutschland zeigt, wie man in diesem Bereich Analphabeten erzieht", beklagt Bernd Birkicht vom Chaos Computer Club (CCC), selbst Informatik-Lehrer an einer Heilbronner Schule. Dabei ist Informatik im digitalen Alltag hilfreich. "Wenn man programmieren lernt, versteht man, wie der Rechner reagiert", sagt Christian Willems, Doktorand am Hasso-Plattner-Institut. Das Potsdamer Institut will diese Lücke mit einem neuen Angebot füllen.

Am 22. Verschiedene Projekte Während des Kurses sollen die Teilnehmer sich untereinander bei Problemen helfen und Tipps geben. Bei dem neuen Kurs sei jeder angesprochen, der neugierig ist, wie sich im Alltag Aufgaben mit Berechnungsverfahren lösen lassen, betont HPI-Direktor Meinel. Der Transformer: Algorithmen in der Grundschule - Kolumnen - Meinung.

Programmierung - spezielles Thema

Programmieren Schule. Raspberry Pi und Participatory Culture. Als eine von vielen möglichen Antworten auf die Herausforderungen einer partizipativen Kultur könnte der Einplatinencomputer Raspberry Pi gelten.

Raspberry Pi und Participatory Culture

Dieser soll im folgenden Teil als Plattform für eine Participatory Culture im Sinne von Jenkins vorgestellt und auf Lernpotentiale und Anwendungsperspektiven hinsichtlich der elf Media Literacy Skills untersucht werden. Ursprung und Entwicklung des Pi „We were worried that the number of people who wanted to read computer science at Cambridge [University] was dropping -- by 50 percent within the last ten years. And the quality of people we were getting wasn't as good as they used to be“ (Cambridge Professor und Unternehmer Jack Lang im Interview mit Wired UK, 2013). Im Jahr 2006 bemerkte Eben Upton, zu dieser Zeit Director of Studies in Computer Sciences am St. PB043: Kinderzimmerprogrammierer gesucht! Im Gespräch mit Niklas Riekenbrauck und Maria Schröder.

PB043: Kinderzimmerprogrammierer gesucht!

By Jöran Muuß-Merholz unter CC BY 4.0. #pb21-Podcast mit Veranstalterin und Teilnehmer von „Jugend hackt“ Wer als Jugendlicher viel Zeit tüftelnd und programmierend vor dem Computer verbringt, bekommt dafür selten Anerkennung aus seinem Umfeld. Mitschüler schauen ihn / sie oft schräg und meistens gar nicht an. Eltern fordern häufig, dass man „auch mal was anderes machen“ solle. Wie wird man eigentlich Hacker? „Wenn man wirklich etwas Eigenes schaffen möchte, etwas was die Leute auch benutzen, dann muss man sich außerschulisch damit beschäftigen.” Jugend hackt Jugend hackt beschreibt sich selbst als „Wochenendcamp für junge Haecksen und Hacker, für die HTML, CSS, Python und Co. keine langweiligen Abkürzungen, sondern wichtiger Bestandteil ihrer Freizeitbeschäftigung sind.“ Das Porjekt wird 2014 zum zweiten mal von der Open Knowledge Foundation und Young Rewires State veranstaltet.

Elektrischer Reporter: Computernutzung - Elektrischer Reporter. Philosophy of hacking. The definition of hacking is controversial at best.

Philosophy of hacking

Anyone familiar with the hacking scene probably has some intuitive feelings towards what is meant by hacking. Connotations of creativity, subversiveness and tinkering with highly complex technology are quite broadly accepted. Nevertheless, hacker groups and individuals have had furious discussions over its definition, ranging from cybercrime to kernel development. This goes to show that hacking is not rooted in or defined by one specific subculture, there is no one coherent hackerscene. It has been described as a community of communities, sharing a relation to technology that has digressed from the normative approach.

What is technology? Technology Technology comes from the Greek techne: art, skill, craftmanship. The practical application of knowledge or science The making or using of tools or systems to accomplish a task From these we can derive three aspects of technology. Practical Programming. About this Book 400 pages Published: Release: P1.0 (2013-09-17) ISBN: 978-1-93778-545-1 You don’t need any programming experience to get started.

Practical Programming

First, you’ll get a detailed introduction to Python and to programming. You’ll find out exactly what happens when your programs are executed. Through real-world examples, you’ll learn how to work with numbers, text, big data sets, and files. The incremental examples show you the steps and missteps that happen while developing programs, so you know what to expect when you tackle a problem on your own. As you learn to use the fundamental programming tools in the first half of the book, you’ll see how to document and organize your code so that you and other programmers can more easily read and understand it.

Python. Online Python Tutor - Visualize program execution. Write your Python code here: x = [1, 2, 3] y = [4, 5, 6] z = y y = x x = z x = [1, 2, 3] # a different [1, 2, 3] list!

Online Python Tutor - Visualize program execution

X.append(4) y.append(5) z = [1, 2, 3, 4, 5] # a different list! X.append(6) y.append(7) The Python Standard Library — Python v3.3.2 documentation. While The Python Language Reference describes the exact syntax and semantics of the Python language, this library reference manual describes the standard library that is distributed with Python.

The Python Standard Library — Python v3.3.2 documentation

It also describes some of the optional components that are commonly included in Python distributions. Python’s standard library is very extensive, offering a wide range of facilities as indicated by the long table of contents listed below.