Teaching Kids to Code Every era demands--and rewards--different skills. In different times and different places, we have taught our children to grow vegetables, build a house, forge a sword or blow a delicate glass, bake bread, create a soufflé, write a story or shoot hoops. Now we are teaching them to code. We are teaching them to code, however, not so much as an end in itself but because our world has morphed: so many of the things we once did with elements such as fire and iron, or tools such as pencil and paper, are now wrought in code. We are teaching coding to help our kids craft their future. In this collection we share many different perspectives on coding, from a university professor's vantage point (MIT's Mitch Resnick describes why learning to code is like learning to learn) to an entrepreneur's reflections from his cross-country roadtrip to bring coding--and his stuffed dog--to classrooms across the U.S.
The Story of Sliver Pete - from Children's Storybooks Online by Carol Moore I've never told this story before, but just the same I'm telling you now. I was a boy of 8 in 1885 and I lived in a small town out west with my baby sister and my folks who ran the local delivery stable. It might not have been such a bad place except for one man. His name was Sliver Pete and we thought him the meanest, ugliest, most cussed hombre that ever packed a gun and it was well known he carried a Colt 45. He didn't much like to work, was a cowpoke a few months out of the year and the rest of the time he played and cheated at cards and killed anybody who called him on it. New! ThingLink & Google Docs Integration New! ThingLink & Google Docs Integration Great news! ThingLink now supports a rich-media tag to embed a Google Doc right on an interactive graphic. Now it’s easier than ever to transform teaching and learning with just two tools, ThingLink EDU and Google Docs! Two Flexible Tools
Canon HV20 24p Pulldown Note: This tutorial is for HDV cameras, for AVCHD look here. Introduction (article updated constantly) Canon offers optional 24p support on their HDV consumer camcorders: this mode officially is called “PF24″. How to Improve Reading Comprehension with Apps September is national literacy month. For the past ten years, U.S. illiteracy rates have remained troublingly high. According to a study conducted by the U.S. Pop-Up Punctuation Mini Project Punctuation seems to cause a lot of problems for learners. I am not sure why, but many learners have failed to grasp even basic rules, such as capitalisation. Others though, are ready to learn the more sophisticated marks such as semi-colons. Correcting their writing and asking them to read constantly to see effective use of punctuation is one way to tackle these issues.
Reading Goes Digital – 6 Ways Technology Enhances Reading Practices — Digital Rhetoric Collaborative Over the past several years, we at Subtext have talked to and observed teachers in schools at all different stages of technology integration. While some teachers have class sets of iPads or Chromebooks, others have only a few classroom computers, or access to a school computer lab. Despite these differences, we would submit a simple principle that helps teachers be successful in their efforts: When literacy instruction goes digital across the curriculum, reading can be transformed as it becomes more impactful, engaging, and effective for students. Here, we’ll share what this looks like when technology extends 6 tried-and-true reading practices, whether your classroom is fully digital or just exploring technology. Highlighting Becomes Metacognitive
Future of Fiction English Language Arts teachers are constantly fighting the battle to instil habits of reading and writing into learners who have so many other options of how to spend their leisure time. Exacerbated by the influx and availability of technology incessantly at the fingertips of many of today’s learners, it is becoming even harder to lure them towards print. When much of today’s youth inhabit an interactive multimedia-rich environment, its no wonder the printed page appears somewhat cold, lifeless and unappealing in comparison. Weil (1997) suggests that learners are “natives in a place that most adults are immigrants” and to foster a culture of reading and writing for these “digital natives” (Prensky, 2006), we need to move our thinking about reading, writing, literacy and books beyond the traditions of the printed page to engage and motivate our learners to read in a way that looks recognisable to them.
School of Education Johns Hopkins University Mindscaping: A Learning and Thinking Skill for All Students by Nancy Margulies When students doodle on their papers or draw while listening, it seems they aren't paying attention. However, for many learners, creating images can become a powerful tool for recording ideas and making meaning of what they hear in class. Rather than thwarting this impulse, we can build upon it. Systems for using color, images, drawings, cartoons and symbols as well as words and phrases for recording ideas is now used by many educators as well as business and community leaders. I will use the term mindscape here to refer to these visual maps.