Tag Archives: Digital artifacts

“Choose a shape to draw”: example #python code for simple input (y7/y8) with graphics

Aimed at Years 7 and 8, when giving them interesting/fun things to work on without them knowing/understanding all the background concepts. i.e. this assumes you work on a “teach Y7-8 basics and SOME principles, then re-teach / add the other principles in more detail to Y9-Y11 when they move into GCSE-level work” plan. Here we

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“draw Forest”: Example #python lesson/code for why functions/procedures are useful

Again, I was looking for something to include in my lesson that would show the value of procedures [1] in a way that the students would care about. I wrote this, and set it up as a demo at start of lesson as they came in. PS: note the faked perspective effect. If you have

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Teachers won’t pay, but how can we support software we love? e.g. @Socrative

I like Socrative. As a teacher, I love it – and largely because it’s free, and requires no account-creation by students. But that blocks me from supporting it in the most important way: by giving the owners some cash. Not that it matters for Socrative any more – they sold the company for $5 million

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Lesson idea: Digital Literacy, use Google to choose a java library

Today I needed to modify a small Java program to accept command-line parameters. Java’s built-in support for this is so bare as to be non-existent: it clones C’s “no library, no help, go away” implementation. This makes an excellent problem for testing / practising using Google to find something: It’s a very well-known problem, has

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A* classroom apps: Architecture of Radio

[Context: We don’t want Apps in the classroom, we want exceptional apps, that transform our lessons.] Architecture of Radio In one sentence: walk around the school visualizing in 3D all the radio waves that intersect and overlap around you. https://itunes.apple.com/us/app/architecture-of-radio/id1035160239?mt=8 Transformative? Radio (electromagnetic) waves are invisible, but are core to the Science curricula. They are

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Upcoming topics: Teaching Python, KS3 Coding lessons, Coding Minecraft

Half-term! YAY! A whole week in which I can sit back and do nothing but marking, and write lesson plans! AWESO- oh. And, since UK government insists on bankrupting anyone stupid enough to become a teacher (if you’re a parent, and have any complaints about schools, I suggest you investigate how we handle teacher-training; it’s

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An easy task, not so easy: using “Digital” to teach “Computing”

Over the last two years I’ve done many small bits of teaching Computer Programming and Computational Thinking in schools … without using Computers. Most of it is abstract, and to make that easy to learn you need to provide concrete analogues. That usually means: real, physical items. Today, our “digital” artifacts are nearly always flat,

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