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Computing in Schools: Shut down or restart?

Computing in Schools: Shut down or restart?
Related:  Coder ailleurs

Lettre ouverte aux ministres de l'éducation européens -- BRUXELLES, October 14, 2014 BRUXELLES, October 14, 2014 /PRNewswire/ -- Chers ministres, Étant donné votre rôle important pour les générations futures en Europe, vous savez tous déjà qu'à l'âge de 7 ans, les enfants entrent dans une période fondamentale pendant laquelle ils acquièrent les compétences essentielles comme la lecture, l'écriture et les mathématiques élémentaires. Bien qu'il soit indéniable que l'Europe ait besoin de plus d'informaticiens et d'ingénieurs informatiques pour prospérer et être compétitive (on prévoit que le nombre de postes vacants dans l'informatique en Europe atteindra 900 000 d'ici 2020), la capacité à programmer n'est pas un souhait égoïste de ce secteur. Cependant, l'apprentissage de la programmation en Europe n'est pas encore assez répandu, ni assez sophistiqué. Certains pays européens se penchent déjà sur la question. Les professeurs ont le pouvoir de faire naître des passions et d'inspirer de nouvelles idées. Mais cela doit dépasser le cadre du secteur de l'informatique.

¿Qué es el pensamiento computacional? En el año 2006 Jeannette Wing publicó el artículo Computational thinking en el que defendía que esta nueva competencia debería ser incluida en la formación de todos los niños y niñas, ya que representa un ingrediente vital del aprendizaje de la ciencia, la tecnología, la ingeniería y las matemáticas. Pero, ¿qué es el pensamiento computacional? En palabras de la propia Wing “el pensamiento computacional implica resolver problemas, diseñar sistemas y comprender el comportamiento humano, haciendo uso de los conceptos fundamentales de la informática”. Es decir, que la esencia del pensamiento computacional es pensar como lo haría un científico informático cuando nos enfrentamos a un problema. Otras definiciones de pensamiento computacional han ido surgiendo en la literatura científica desde entonces. Entre las más aceptadas se encuentran la de Aho y la de la Royal Society: Imagen de cabecera: Architecture of Spaun

EU Code Week - more than just coding, more than just a week Do you know how to code? And do you know why it matters? Last week was the second ever EU code week. With over 3000 events across the EU and beyond, this was by far the most successful such event ever. But more importantly: it meant hundreds of thousands of children and adults have tried this out for the first time – and realised it is creative, rewarding and fun. Hundreds of thousands have had their first taste of a new opportunity. In the Code Week events I took part in – I myself learned a lot and had a lot of fun too. For me, getting these skills needs to start young: in schools. And businesses are also playing their part. So I'd like to thank all those involved: the 87 Code Week Ambassadors who organised and coordinated. This matters - because Europe desperately needs ICT skills. Because Europe Code Week is not about coding. On the face of it, coding is about learning to programme computers, and learning the languages that they speak.

Únete al evento de aprendizaje más grande en la historia, 8 al 14 de diciembre 2014 The national curriculum The ‘basic’ school curriculum includes the ‘national curriculum’, as well as religious education and sex education. The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject. Other types of school like academies and private schools don’t have to follow the national curriculum. Academies must teach a broad and balanced curriculum including English, maths and science. They must also teach religious education. The national curriculum is organised into blocks of years called ‘key stages’ (KS). Assessments By the end of each summer term the school must write a report on your child’s progress and talk it through with you.

Should we teach computer science in elementary school? We should definitely be teaching computer science (CS) in elementary school. Why? The most common answer to this question is jobs — but not necessarily traditional computing or programming jobs. Our nation’s current trajectory points to a lasting digital era, and we’ll need people who can think like software engineers and network architects, whether they are writing an app or solving resource distribution problems in a third-world setting — or doing both at the same time. But let’s forget about jobs for the moment. After all, we don’t really know where the economy will be in 15 years, and we’re talking about 5- to 10-year-olds here! The rationale to teach CS to K-5 students goes well beyond career development. CS for K-5 students is not new. But to decide whether teaching CS to young students is worth it, you need to understand what computer science in the elementary grades really looks like. Shouldn’t we give all students this opportunity? Funding is another consideration.

Coding in the Common Core | Edutopia There's been significant talk about "coding" lately -- from the second annual "Hour of Code" event hosted in December by Code.org, to countries like Denmark and England incorporating computer programming into their curriculum. Here in the U.S., there are several ways in which computer programming activities support the Common Core State Standards. Differentiating Between "Programming" and "Coding" When students use tools such as Code Studio, Scratch, and Tynker, what they're doing is called programming. Programming is about the logic that goes into building a program. The blocks already exist -- they just have to be placed in the correct order to get the program to work. Coding, on the other hand, has to do with the syntax, the fine details that allow a computer script to work. Common Core Integration Below are some ways in which programming supports the CCSS. Math In programming activities, students must persevere in problem solving. 4.MD.5 and 4.MD.6 5.G.1, 5.G.2, and 6.G.3 Best Practices

Africa Code Week : Les ados se mettent au code ! Open SAP Intervenants : Véronique de Ravaran Véronique est rattachée au département Education de SAP France. Son rôle en tant que “consultant formateur” est de préparer les cours personnalisés, et surtout de former les clients sur les solutions SAP. Joséphine Ernst Joséphine est Responsable Qualité dans le domaine « Solution Manager ». Les autres experts sur le sujet : Nuala Allen Nuala travaille comme ingénieur Support pour SAP en Irlande. Olena Kushakovska Gestionnaire de projet chez SAP Labs France, Olena est responsable de plusieurs projets de développement sur SAP Solution Manager. Jean-Christophe Pazzaglia Jean-Christophe est architecte en chef pour le Support, l’Éducation supérieure et la recherche.

INFOGRAPHIC: Coding at school — How do EU countries compare? SPECIAL REPORT / Digital competences and ICT skills are seen as key for young people to integrate in the job market. Jobseekers will have a harder time finding work without them. Today, 90% of all jobs are expected to require at least a basic level of ICT skills. Coding at school A recent survey has shown that 15 EU countries have already integrated coding in their school curriculum. Among them, France and Spain have integrated coding only recently (in 2014-2015). At which levels? 9 EU countries already integrate or will integrate coding at primary school level soon. Already integrate: Estonia, France, Spain, Slovakia, UK (England).Will integrate: Belgium (Flanders), Finland, Poland, Portugal. 12 EU countries already integrate or will integrate coding at upper secondary school level in general education. Austria, Bulgaria, Denmark, Estonia, France, Hungary, Lithuania, Malta, Poland, Slovakia, Spain and the United Kingdom (England). Computational thinking

La cybersécurité devient une matière enseignée au lycée en Estonie Un programme d’éducation en cybersécurité a été introduit et lancé dans le cycle d’études pour les lycéens à la fin de leurs études secondaires. Ce projet, qui existe uniquement au sein du lycée Politsamaa Gynasium en Estonie centrale pour le moment, est devenu réalité grâce à l’assistance du gouvernement estonien et à la participation de l’OTAN. Source image : L’objectif au début, en 2014, était de terminer les préparations pour le 1er octobre 2015. L’éducation en cybersécurité est extrêmement logique quand on parle d’un des pays les plus « connectés » non seulement en Europe, mais aussi dans le monde. Ce programme représente aussi un exemple parfait pour un pays où l’éducation devient de plus en plus digitalisée avec le but d’être numérisé à 100% en 2020.

Unlocking the Code for Robotics in the Classroom In President Obama's final State of the Union address, he expressed the importance of "helping students learn to write computer code." In a recent YouTube video for Code.org, Obama spoke to students, urging them to "master the tools and technology that will change just about everything." Obama is correct. Our students' focus must shift from passive purveyors of technology to creators of programs, apps, and inventions. We must push them past low levels of static reception into a dynamic mindset, highlighting and nourishing thought and imagination to improve our world. The elephant in the room is the cost associated with computer science technology. Robotics is the next step. Teachers know what their students need emotionally, socially, and academically. 1. Children learn with all of their senses, and robotics aligns more naturally with the active, hands-on development of a K-5 student. 2. Social learning is nothing new. By now, you are probably wondering, "Why robotics?" 3. 4. 5.

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