Cody-Roby starter kit – ECW edition – CodeWeek Italia This page is just meant to provide the links to the png and pdf files that compose the Europe Code Week edition of the Cody-Roby starter kit. Please refer to the Cody-Roby page for general information, and on the video tutorial for building the kit. The kit has to be printed out on 6 sheets of standard A4 paper: a board, a folding box, a page with 10 move-forward cards, a second page with 10 more move-forward cards, a page with 8 turn-left cards and 2 additional move-forward cards, a page with 8 turn-right cards and 2 additional move-forward cards. Each page is provided both in png and in pdf format. Please use pdf files for high quality results.
Will.i.am Wants Mandatory Computer Science Classes in Schools To music artist Will.i.am, technology can change the world. On Tuesday, Will.i.am, the former Black Eyed Peas singer whose legal name is William Adams, dropped by the Apple Store in San Francisco’s Union Square for a screening of the music video for a new version of the group’s 2003 hit Where Is the Love? He was joined by Apple retail chief Angela Ahrendts, and discussed why the proceeds from the song would go toward education programs and initiatives through Adams’ i.am.angel foundation. Specifically, Adams highlighted the importance of making computer science classes available more broadly in schools, especially in disadvantaged neighborhoods. “What success would look like… In every inner city, third period—’where are you going?
What’s the Difference Between Coding and Computational Thinking? In my last EdSurge article, “Computer Science Goes Beyond Coding,” I wrote about the difference between coding and computer science, to help us understand what we mean by phrases like “Teach kids to code” and “Computer science for all.” In that article and in many other articles, there is another term that appears often: “Computational thinking.” Well, what is Computational Thinking (CT), and how does it differ from Coding and Computer Science—especially when it comes to classroom practice and instruction? What is Computational Thinking (CT)? How to Use Photoshop: The Ultimate Photoshop Tutorial for Beginners When you open Photoshop for the first time, it's easy to click around in confusion for a minute and then reach for your freelancer's phone number instead. Trust us, you're not alone in this. It's an incredibly powerful design software with a lot going on, including a wealth of tools that can seem overwhelming at times. But Photoshop isn't just for the professionals. With a little help, you can easily teach yourself how to use it to create beautiful, compelling graphics. All it takes is an introduction to core elements -- in plain English.
Build custom apps for your school with App Maker For Ben Hommerding, Instructional Technologist at St. Norbert College in Green Bay, Wisconsin, App Maker enables his lean but mighty team—like many school IT departments—to solve process issues from one central hub, and pass along the day-to-day management to the departments themselves. “You can build powerful capabilities, like advanced Google Forms that can streamline course enrollment and scholarship-tracking, without coding knowledge—making it more efficient for our team to build an app, and pass it along to any department,” said Hommerding. Once apps are set up, they can be managed with ease, even for faculty with little-to-no coding experience. In addition to improving administrative processes, App Maker can also help specific academic departments.
Computational Thinking In our conversations with Scratchers, we heard young designers describe evolving understandings of themselves, their relationships to others, and the technological world around them. This was a surprising and fascinating dimension of participation with Scratch — a dimension not captured by our framing of concepts and practices. As the final step in articulating our computational thinking framework, we added the dimension of perspectives to describe the shifts in perspective that we observed in young people working with Scratch, which included three elements: expressing: realizing that computation is a medium of creation, "I can create." connecting: recognizing the power of creating with and for others, "I can do different things when I have access to others." questioning: feeling empowered to ask questions about the world, "I can (use computation to) ask questions to make sense of (computational things in) the world."
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