Using drones in schools has the potential to take learning, literally, to a higher level. As they continue to become increasingly practical, attainable, tools for education, teachers around the world are now using drones in their classrooms for STEM and STEAM activities.
In computing, programming drones helps develop children’s skills in algorithms, programming and computational thinking as well as addressing the ‘controlling physical systems’ objectives of the National Curriculum for Computing at Key Stage 2. Exciting curricula and drone lesson plans are being developed that help teachers develop confidence and make the most out of connected devices.
Drones are revolutionising business and industry: engineers use the technology for site surveys, filmmakers capture images that would otherwise be unseen, drones are used in agriculture; farming; conservation; military operations and parcel deliveries. The potential for the application of drones and the rapid growth in the technology is huge. Understanding how they work, their potential and how to control them through coding prepares children for the modern working world.
iCompute lead the way in teaching and learning using educational technology. In anticipation of 3D robotics becoming the next big thing in education, we have extended our connected devices offering of comprehensive, step-by-step lesson plans, computing resources and assessment toolkits using Sphero and LEGO™ WeDo by adding an amazing, creative, 6-8 week coding with drones unit aimed at upper KS2 Computing (pupils aged 9-11 or higher).
Children learn how to program parrot drones to fly, create aerial shapes, navigate obstacles, fire ‘missiles’, pick up and drop objects all set in imaginative contexts. They program Santa’s ‘sleigh’ to deliver presents before going on an epic journey to a Galaxy Far, Far Away to take out the Death Star for the Rebel Alliance!
The Force is Strong with This One…Visit our website to unleash your power!
The awards highlight and reward the quality and diversity of educational products, resources, services and people as well as the best educational establishments and the most dedicated members of the teaching profession. The ERA’s aims to encourage the raising of educational services & product standards throughout the industry and is recognised throughout the sector as the Accolade of excellence.
The panel of judges selected iCompute for the shortlist according to rigorous criteria, taking into consideration the innovative nature of the products, their impact on teaching and learning in the classroom, and their cost effectiveness in terms of educational aims and results.
Liane O’Kane, Managing Director of iCompute, comments:
“Being shortlisted as finalists in two categories is a great achievement and a reflection of our dedication and hard work in helping schools teach primary computing creatively and well. We constantly add to and update our product range to remain at the forefront of advances in educational technology. We never take these things for granted and are very proud that our expertise and innovation in teaching & learning with, and about, technology has been recognised by ERA and BESA for the second year running. Fingers crossed for two wins in March!’
The full list of finalists is available on the ERA Website. Winners will be announced at a gala event to be held at The National Conference Centre, Birmingham on the second evening of The Education Show: Friday 17th March 2017.
Our children grow up surrounded by technology. Their everyday interactions and experiences involve it, whether that is inside their homes, at school, out shopping or playing.
Their world is an ever-changing digital world. We owe it to our children to prepare them for living in it. I believe that it is never too early for children to start learning the fundamental principles of computer science because, as Edsger Dijkstra supposedly famously pointed out “Computer science is no more about computers than astronomy is about telescopes”.
Much of computing as a subject can be learned without using computers at all. Primary aged pupils are perfectly capable of executing algorithms. They do so every day: they use algorithms to solve problems in mathematics, learn letter sounds, spell, use grammar – I could go on and on! Algorithms are designed and can be applied in a myriad of different situations.
Computing is much more than the computer, the device or the tool. It’s about developing computational thinking skills (more on that in this post) so that our children can become effective, analytical, problem solvers. It’s also about equipping them with an understanding about how computers and computer systems work so that, combined, they develop transferrable skills which will enable them to design, develop or even just adapt to new tools and technologies in this ever changing digital age. More than that, they develop important skills that will help them in their everyday lives, throughout their lives.
The best practice for EYFS is where computing activities:
are imaginative and fun
involve being creative
require collaboration and sharing
involve listening, understanding, following and giving instructions
encourage describing, explaining and elaborating
involve problem solving
include lots of ‘unplugged’ activities: computing without computers
By offering your children an imaginative, engaging, introduction to computing you help them form solid stepping stones towards their KS1 computing and beyond.
Not long to go now for the Hour of Code (December 5th – 11th) and we can’t wait to see how many pupils and schools participate around the world this year.
iCompute are delighted to be involved by providing a selection of fun, creative, activities for schools to use as part of this event and throughout the year. We’ve put together, free, cross-curricular computing activities that include Computing with English, Computing with Maths and Robotics with Sphero!
We really hope you join us this year for The Hour of Code and introduce your children to the joy of creative computing!
iCompute’s computational thinking puzzles for primary pupils are a ground-breaking new development in primary education. In the digital age, the benefits of computational thinking throughout education are increasingly being highlighted. Our, colourful, engaging and challenging puzzles are designed for children aged 7-11 to independently practise and develop the fundamental computational thinking skills that lie at the heart of the National Curriculum for Computing:
“A high quality computing education equips pupils to use computational thinking and creativity to understand and change the World” (DfE)
Computational Thinking is about transforming a seemingly complex problem into a simple one that we know how to solve. This involves the use of abstraction,decomposition and generalisation when approaching tasks to remove unnecessary detail, split it into manageable parts and build on solutions we have used before. Finding solutions involves spotting patterns and using logical reasoning – applying rules to find solutions, eg. if this happens then I need to do that, otherwise I need to do this… Once we have a working solution, we then use evaluation to analyse it and ask – Is it any good ? Can it be improved? How?
Teaching computational thinking is not teaching children how to think like a computer. Computers cannot think. Computers are stupid. Everything computers do, people make happen. It’s also not teaching children how to compute. It’s developing the knowledge, skills and understanding of how people solve problems. As such, it absolutely should not be confined to computing lessons and should be used throughout the curriculum to approach and solve problems and communicate and collaborate with others.
Our puzzles help develop the fundamental computational thinking skills of decomposition, abstraction, generalisation and developing algorithms. This means children can find solutions and apply those already found to different problems, in different contexts. All of this helps lay the foundations for them to become effective problem solvers.
Solving puzzles leads to important outcomes including challenge, a sense of satisfaction, achievement and enjoyment. Puzzles rouse curiosity and hone intuition. Our carefully constructed computational thinking puzzles – designed by a computer scientist, software engineer and computer science master teacher – provide challenge, insight and entertainment all of which increase pupil engagement and promote independent learning.
Puzzles help children develop general problem-solving and independent learning skills. Engaging in puzzles means that pupils:
use creative approaches
develop modelling skills;
develop persistence and resilience;
practice recognition of patterns and similarities, reducing the complexity of problems
Pupils use, applying and develop the following aspects of the National Curriculum for Computing:
* Logical reasoning
* Decomposition – splitting problems down into smaller problems to make them easier to solve
* Abstraction – taking the detail out of a problem to make it easier to solve
* Generalisation – adapting solutions to other problems to solve new ones
* Pattern recognition – spotting patterns and relationships
* Algorithms – finding the steps that solve a problem
* Evaluation – looking critically at a solution to determine if there’s a better way to solve it
* Testing – checking whether a possible solution works
* Debugging – finding problems with a solution and fixing them
Our puzzles are designed for independent pupil work and provide pupils with handy tips on how to approach the problems and challenges. They also make clear links between the puzzles being approached, the skills being developed and the relevance of both not just in computing but the wider world. This enables pupils to make clear links between subjects and helps pupils make meaning of their learning.
See this post for an example of the puzzles. You can also download samples and order class packs from our main website.
All four books are now also available in one complete workbook, on Amazon:
Developing Digital Literacy by Blogging with Primary Children
A Powerful Tool for Developing Digital Literacy
Blogging is a powerful tool for developing digital literacy in primary schools. It provides a responsive community-driven environment that gives pupil’s writing a voice, an audience and a platform. When children share their world and their thoughts through writing, they understand how connected people are. They learn from each other, challenge one other, question and receive feedback.
My pupils love blogging and I often use it as a way to engage my reluctant writers. See below some of the comments the children wrote about blogging in my classes.
When pupils know they have a genuine audience for their writing, especially when its other children, I see both an increase in motivation and in product; which in turn helps me more accurately assess their work.
To help other schools introduce primary blogging into their classrooms, I’ve developed six new units for iCompute primary computing scheme of work. iBlog contains step-by-step primary blogging lesson plans and associated resources. Existing iCompute Online schools have access to all new units at no additional cost.
I’ve also put together a free infographic about the benefits of blogging with primary children that you can download here.
Develop Primary Computational Thinking Skills With Puzzles
Computational Thinking Puzzle Workbooks
Computational thinking is at the heart of the statutory programme of study for Computing:
“A high quality computing education equips pupils to use computational thinking and creativity to understand and change the world” (DfE).
Since the introduction of the National Curriculum for Computing in 2014, schools now teach computing from the age of 5 and have developed curricula to meet their statutory obligations; however many lack a focus on developing computational thinking skills favouring, instead, to concentrate on the programming, or coding, objectives. In this post, I discuss computational thinking in more detail and how teaching it helps children become problem solvers which is important not just in computing but is an essential life skill.
There has been much research into the benefits of puzzle-based learning. Puzzles help children develop general problem-solving and independent learning skills.
According to Badger et al. (2012) engaging in puzzles means that pupils:
take personal responsibility;
adopt novel and creative approaches, making choices;
develop modelling skills;
practice recognition of cases, reducing problem situations to exercises.
Additionally, in solving puzzles pupils use and apply a range of strategies that cross disciplines in entertaining and engaging ways.
So what does any of this have to do with computational thinking? By selecting the right variety and complexity of puzzles, children will independently practise and develop the fundamental computational thinking skills of decomposition, abstraction, generalisation and developing algorithms.
This will enable them to find solutions and apply those already found to different problems, in different contexts. All of this helps lay the foundations for pupils to become effective problem solvers. Skills that are increasingly important, as discussed in this post, given the digital world we live in and the need to prepare pupils to solve as yet unknown problems using tools and technologies that do not yet exist.
Best Educational Book
UPDATE: iCompute’s Computational Thinking Puzzle Workbooks 1-4 have been shortlisted for prestigious ERA (Education Resource Awards) 2017 for Best Educational Book.
Badger, M., Sangwin, C, J., Ventura-Medina, E., Thomas, C, R.: 2012, A Guide To Puzzle-Based LearningIn Stem Subjects, University of Birmingham.
As part of my role with Computing At Schools (CAS) as a Primary Computer Science Master Teacher, I have recently been fortunate enough to teach using Sphero, having been lent a set by @cas_lancaster. The task was to produce a set of step-by-step Sphero lesson plans and associated teacher and pupil support materials for primary teachers to use. That is all now done and I’ve had great fun creating our new robotics unit – iCompute with Sphero – which forms part of our iPad pack , as well as being available separately. It will be lent out to other local schools by @cas_lancaster. Teaching progressive lessons using Spheros enables primary schools to meet a number of the objectives of the National Curriculum for Computing at Key Stage 2 Specifically:
design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
use sequence, selection, and repetition in programs; work with variables and various forms of input and output
use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
iCompute with Sphero
iCompute – Features Flowchart
Here, I share my experiences of using Spheros with primary pupils and give some general advice and classroom tips about how to use them effectively, engage and challenge your pupils.
What is Sphero?
Sphero is a robot ball with several features that can be controlled though apps and also includes the facility for pupils to create their own computer programs. The main features are:
Rolling – Sphero can roll at specified speeds and directions
Colours – Sphero can light up to a specified colour
Bluetooth – Sphero connects to mobile devices through wireless Bluetooth
As Spheros are connected to iPads via Bluetooth, preparing to use them in your classroom before your roll up brandishing them and creating general hysteria is vital! Make sure all are fully charged and that your have paired each to a particular tablet in advance. Each Sphero flashes a unique sequence of colours when they are ‘woken’ which can be used to identify them. A Sphero will appear on your tablet’s Bluetooth list using the initials of the three colours it flashes in order, Eg. Sphero-RGB for a colour sequence of Red, Green and Blue.
I added stickers to each of the Spheros with their unique name, as ‘YGO’, ‘RGW’ etc., and also to the corresponding tablet I’d paired it to. This made distributing them and the iPads much easier when in class.
You need lots of space to use these. I used the school hall. I refer back to ‘Preparation’ for this as it may be something you need to organise. I forgot on my first session and arrived with a very excitable class to a hall full of lunch tables. The first half of my lesson therefore involved getting those out of the way.
You can also buy covers called a ‘Nubby’ for outside use.
I tried this with one of my classes and we had to come back inside as it was sunny and therefore impossible to see Sphero’s tail-light: essential to be able to aim it to move in the direction you want it to go. Also, we had iPads and the children couldn’t see the screens.
Now on to the good stuff. My specialism is teaching primary pupils aged 5-11. I think Spheros are suitable for Key Stage 2 pupils, children aged 7-11.
I suggest your first session focus on teaching the children how to wake Sphero, Orient (aim) it and control it using the standard Sphero app. Each Sphero comes with, amongst other things, a pair of ramps and once the children have got used to moving Sphero forward and backward with reasonable accuracy, add the ramps and other obstacles to make things interesting and develop accuracy further.
A lesson, including step-by-step instructions for both teacher and pupil for this are available in our robotics pack.
iCompute with Sphero
The following lessons progresses to using the Sphero Draw N’ Drive app enabling the children to gain greater control and begin to understand that Sphero can be controlled to perform specific actions.
I then move things on for the rest of the unit to programming Sphero using Tickle.
We created quizzes that the children programmed Sphero to move and change colour to answer. This presents great cross-curricular opportunities. We create algorithms and program Sphero to be our dance partners for Physical Education. Also, mazes to navigate with excellent links to Mathematics for distance, direction and angle work. The children also program Sphero to travel the globe, linking to Geography, using a free floor map from National Geographic.
Using robotics in the primary classroom presents creative and engaging opportunities for the children to extend what they have learned about algorithms and programming in Computing by understanding that physical systems can be controlled too. With the right blend planning and imaginative resources, using Sphero’s in your classroom has the potential to inspire the next generation of software designers and systems engineers! The possibilities are exciting…
Assessment presents particular challenges for computing and many schools have not yet addressed how to accurately assess pupil progress and provide evidence of it. Let’s see what David Brown, HMI Ofsted’s National Lead for Computing, has to say about computing in schools.
Mr Brown’s message is overwhelmingly that of outcomes with no specific advice about how to achieve them. Having taught Computing in primary schools since 2013, I have found that the time required to cover the programmes of study for Key Stage 1 and Key Stage 2 is one hour of computing each week for Years 1-6, coupled with cross-curricular work to practise and consolidate skills in other subjects.
Assessment can be particularly daunting for teachers of computing as traditional methods of marking and feedback are a challenge given its digital nature. A range of assessment strategies are therefore necessary, with discussion and questioning being key. To support evidence of progression, I use a variety of methods and tools. I maintain an e-Portfolio for each of my pupils on the school network where they store digital work using version numbering and dating, this allows me (and anyone else) to track the progress they have made more easily. I also update iCompute’s pupil progress trackers on a half termly basis. Feedback is face-to-face, in writing for worksheet activities and by video or online where appropriate in the form of commenting. Examples of this are with Scratch where I insert comments next to the children’s blocks of code and in Microsoft Kodu where I edit project descriptions to provide feedback and suggest next steps.
Self and peer assessment is hugely beneficial to pupils providing an opportunity to reflect on work, learn from mistakes and evaluate for improvement. Recording audio can be particularly good for these forms of assessment where projects can be described in detail in terms of their design, functionality, problem solving and potential future improvements as they are being developed and/or used. The audio can be embedded within the project and ‘hidden’ so as not to interfere or distract from the core project by programming playback to happen on a given key stroke or button press which is commented in to the code – see screenshot.
Record audio or video screencasts for self-assessment in computing
Potentially one of the most powerful tools for assessment in computing is engaging our modern digital citizens in creating screencasts – combining images, audio and text into video.
Research indicates that by making learning visual and documenting thinking through screencasting pupils more naturally engage in self-assessment.
Even when recordings are made without any intended audience and in the absence of any prompting, pupils automatically listen back to themselves, reflect, assess and adjust.
This promising tool could be used to further develop IT and digital literacy skills whilst also engaging pupils in the assessment process by editing screencasts for an intended audience with audio and creating visual effects such as captioning. They could then be uploaded to individual or class blogs, using categories and tags mapped to the appropriate strand of the National Curriculum for Computing, as evidence of learning or saved as a video file for storage on file servers either at school or in the Cloud. Similarly, teachers could use screencasts to provide audio/visual pupil feedback by recording when reviewing work. The screencasts could be cross-referenced against a project and uploaded into the pupil’s e-Portfolio. Open Broadcaster Software (OBS) is the best free screencasting software currently available.
Whilst evidence of progression and attainment can be more of a challenge for computing than for some other subjects, addressing how it can be achieved presents an excellent opportunity to rethink how we assess our pupils. We teachers can use what we learn about assessing children’s learning in technology to move our assessment strategies forward and fully embrace the advantages assessing with technology offer.
Enrich learning with a cross curricular approach to primary computing
Find out more…
Computing is one of the most fundamentally cross curricular subject areas in education. It’s about using technology, logic, creativity and computational thinking to solve problems that cross all disciplines. It requires the systematic breakdown (decomposition) of both the problem and the solution. We need to prepare pupils for how to live in an increasingly digital world by equipping them with the knowledge, understanding and skills to solve as yet unknown problems using tools and technologies that do not yet exist. We can work towards achieving this by using computing as a means of making sense of the world and using what the children learn in computing across the curriculum.
The best primary practice includes blending thorough, discrete, subject teaching with effective cross-curricular work. “…high standards are best secured when essential knowledge and skills are learned both through direct, high-quality subject teaching and also through this content being applied and used in cross-curricular studies.” [Rose, 2009]. Both approaches are needed for effective learning to take place, to enable children to make links between subjects and to set learning in meaningful contexts. Using computing throughout the primary curriculum offers a way to enrich and deepen learning through engaging, interconnected, topics.
Our cross-curricular computing pack is designed to complement our whole school primary computing scheme of work. It provides pupils with an engaging exploration of computing through a rich variety of media and technologies set within other subject areas.
iCompute Shortlisted as Finalist for The BETT Awards 2016
iCompute Lite for iPad
Brilliant day at the office as the first ever ‘Tap-and-Teach’ app for primary computing developed by iCompute has been shortlisted as a finalist in the prestigious BETT Awards 2016.
The BETT Awards celebrate innovation in technology and education as well as recognise, reward and promote excellence. They are regarded as one of the highest accolades in the industry. The selected finalists have been chosen by a panel of independent teachers and educationalists and are recognised as ‘best of breed’ amongst the sector.
Debbie French, portfolio director at i2i Events Group for Bett and the Bett Awards, says: “The 2016 awards highlight the most effective and pioneering companies and solutions in education, and all finalists are to be applauded for their contribution to education. This year’s awards have seen an incredibly competitive cohort of entries, and we hear that the judging process to select the finalists was challenging in the best possible way. This is testimony to the world-class level of innovation in the education supplies industry, and it is a true pleasure to recognise these companies for their excellence.”
Liane O’Kane, Director of iCompute said : “We are thrilled to be shortlisted again this year for another of our ground-breaking primary computing products. We lead the way in providing educational products and materials that support schools in creatively teaching primary computing. As an organisation that passionately believes in engaging all children in the creative use of technology in education, we work hard to ensure that schools have high-quality support and resources to teach computing at Key Stage 1 and Key Stage 2. Our iPad app puts these resources at teacher’s fingertips.”
iCompute’s Liane O’Kane marks Ada Lovelace Day with #iLookLikeAnEngineer
I’m not cut out to be a participant in online social media campaigns. I’m a Computer Scientist and a teacher. Case in point: I’m having a touch of angst about a selfie I posted on Twitter yesterday to celebrate Ada Lovelace Day. I’m now wondering whether I’ve addressed sexism in the technology industry or perpetuated it?
Being a graduate of computing science in the 90’s where I was one only one of three women in my year and now as a teacher of computing, I was thrilled to see that #AdaLovelaceDay was trending on Twitter yesterday. I had just written a computing unit for primary pupils featuring her contribution to history as the worlds first computer programmer as part of my primary computing scheme of work. I then saw that it was being celebrated by thousands of women around the world in technology/science/engineering/maths posting photographs of themselves at work with the hashtag #iLookLikeAnEngineer. I joined the many women keen to dispel the stereotype of what constitutes an engineer – in my case a software engineer – by adding my photo.
All good. Except that I then spotted the BBC headline “‘Too hot to be an engineer’ – Women mark Ada Lovelace day”. The connotations of that headline and my contribution marking Ada Lovelace Day did not sit at all comfortably. Some posts on Twitter, by women, added to my unease: asking whether women posting images of themselves inevitably focused the conversation towards looks, thus perpetuating perceptions of women in technology. True, if that’s what is is about. But it’s not. Note the quotes in the headline – ‘Too hot to be an engineer’. That is a comment made by male colleagues to a female software engineer after she took part in a promotional campaign for her company. To put it diplomatically, they questioned whether her image fit that of a ‘typical’ engineer and suggested that people would find it unlikely that she was one. The Twitter campaign, #iLookLikeAnEngineer, has taken flight because women working in STEM (science, technology, engineering and mathematics) want the world to see that women are engineers – in my case a software engineer.
I’m not interested in showing men that I’m an engineer because I have never, in all my many years in the computing industry, encountered what I would call sexism. I’ve never missed out on a job, had my contributions dismissed nor been promoted because I’m a women. I’ve been mistaken for the tea lady in meetings but I didn’t get hysterical about it – I simply spoke with some authority on my subject and they no longer expected a milk with two sugars. I’ve also been asked, when taking notes, if I was writing a shopping list for making my husband’s dinner. That was a joke and I laughed. We women need to lose the silicone chip on our shoulders. They’re not out to get us and we’re not posting pictures of ourselves to look good.
I participated in the campaign because I’m a teacher and I want more girls to take STEM subjects. I want girls to know that they won’t be the first woman in technology (thank you Ada Lovelace) and that there are lots of us out there continuing to make a contribution. A contribution that we’d love them to be a part of. So girls, here is what an engineer looks like:
The BBC have a track record in leading the way in technology and innovation. I have much thank them for. By providing my school with a BBC microcomputer in the 1980’s it provided me access to a new and exciting discipline that I was to be immersed in from that day to this – Computing Science. Because of inspirational teaching at secondary school I studied computing at O & A Level and as my first degree before retraining to be a primary teacher.
The BBC’s latest move is to provide every year 7 schoolchild with their newest innovation – the micro:bit. As part of their Make it Digital initiative and in collaboration with a number of others, the main aim is to inspire the next generation of ‘coders’ with the hope of bridging the huge skills gap we face in the forthcoming years and diversify computer science by appealing to girls. But will it achieve those laudable aims or create it’s own set of problems?
I, more than most, am aware of the stereotypes associated with computer scientists. Geeks and nerds. Oh, and mainly male. I’m proud to dispel most of them – I think! But I am female (was one of two in my university year) and I have taught both genders computing for longer than most as I introduced it before it became statutory. I feel I’m qualified to comment on what inspires and motivates both boys and girls in becoming digital creators rather than consumers. The thing is, I’m not sure this is it.
In a previous post about a similar device, the Raspberry Pi, I expressed my concerns about introducing bare board computers to primary children. Thankfully, the partnership behind the micro:bit favoured year 7 children over the proposed year 5’s so the issues I have with the fragility of such devices do not necessarily apply with that age group. I have other concerns though. Firstly, the devices are going directly to the children. They can take them home, investigate, explore and keep forever. Or – as I fear is more likely without some speedy training and resources in place – not. Some are going to teachers just before they are given to the pupils in October, during the summer. So that teachers can have a poke around and play using the supporting website and wealth of resources that will be up and running during the summer too at www.microbit.co.uk. Summer? Teachers?
Then there’s my worry that, well, they’re just not that interesting to children. Remember, today’s 11&12 year olds have incredibly powerful computers on them most of the time that do really great things already – without having to add bits to them: their smartphones and tablets. There’s a danger that handing them a device (without exploring their potential beforehand) that, on the surface, does nothing will see them gathering dust on the bookshelf – next to that book their mum said was a ‘must read’. I can’t see children engaging in self-directed learning with them. Sinead Rocks, Head of BBC Learning, stated here that ‘We happily give children paint brushes when they’re young, with no experience – it should be exactly the same with technology’. Most though, I’m afraid, don’t go on to be the next Monet. To me, it’s like suggesting we give kids a bunsen burner each, minus the gas and chemicals, and see how many of them get into chemistry. Interest and talent needs inspiring, nurturing and, arguably, directing. Budding computer scientists need, as I did, someone to inspire and engage and I’m not sure that hardware is that inspiring or engaging – especially to girls. In my experience, without wishing to generalise, girls are less interested in the engineering of devices than in how the software that sits on them can be engineered in creative and expressive ways.
The micro:bit has a lot of competition on its hands for children’s attention in the digital world we live in but I’m confident it has it’s part to play in computing classrooms. I’m just not sure it’ll make it into them after they’ve been given to the children. Teachers are already grappling with a subject few of them have been adequately been trained to teach and the micro:bit risks creating further fear and panic. The BBC and its partners are to be applauded for their efforts in resourcing and promoting a subject I am passionate about. I would have preferred they be given to schools, backed up with a fully developed, creative, curriculum and robust training that would allow the people we pay to teach computing to do so with confidence and, above all, enthusiasm!
At this time of year, with the gorgeous weather we’ve been having throughout the UK, it’s not hard to see the benefits of teaching primary computing with iPads.
One of the main advantages that my pupils point out about iPads over pcs/laptops is that you can pick them up and carry them around. So carry them around we have throughout this summer term. I’ve been teaching from our iPad pack and taking our computing lessons outside.
Taking computing learning outside
Teaching our iPad units just got easier with the launch of our iCompute for iPad apps that now also sell as individual year groups on the App Store.
I can now tap and share resources like pupil support materials and worksheets using AirDrop, play our video screencasts and model how to use the programming apps on the interactive whiteboard using AirPlay. Our teaching resources are now literally at my fingertips. All I need is my iPad, iCompute for iPad and appropriate programming apps and I’m good to go. Anywhere.
Fun in the sun
The possibilities are limitless and I’m so enthused by the success of teaching computing using iPads that I’m currently developing a new product – iCompute Across the Curriculum. This will help consolidate the children’s learning in computing, allow them to practice their skills and enhance other areas of the curriculum.
For now though, the children are enjoying the great outdoors and creating some fantastic apps to compliment their forthcoming sports days. Fingers crossed the weather plays ball!
iCompute, the digital computing scheme of work for primary schools, is proud to announce the launch of its iPad app on the App Store this week.
iCompute for iPad is a digital primary computing scheme of work matched to the algorithms and programming objectives of the 2014 National Curriculum for Computing at Key Stage 1 and Key Stage 2. Designed and authored by a computer scientist and primary computer science master teacher, it provides step-by-step lesson plans and all the materials schools needs to teach primary computing creatively and with confidence from Year 1 to Year 6 using iPads. iCompute has been specifically designed to teach the teacher, as well as the pupils, with innovative and engaging activities that use the very latest tools and technologies.
Liane O’Kane, founder and author of iCompute comments: “We are so pleased that our iPad app is now available on the App Store. As a leader in providing innovative digital educational curricula and materials, it’s fantastic that teaching primary computing using iPads just got easier for schools. We were the first UK company to provide a primary computing scheme of work and lead the way in providing innovative, engaging and challenging teaching materials and resources that improve teaching and learning in computing. Our iPad app is the first of many to come. Watch this space for our forthcoming, fab, programming app for Key Stage 1!”
Click above to go to the website or read the article in full below
Computing scheme is up for an award
A SCHEME which has helped teachers across the world cope with a shift in the national curriculum is up for a prestigious award.
Designed by Liane O’Kane, a computer scientist and teacher at Lindale CE Primary School, iCompute provides step-by-step lesson plans and all the materials schools needs to teach ICT creatively and with confidence from Year One to Year Six.
It launched six months ago and has been taken on by schools across the UK and in many international schools, as far afield as the Middle East, Asia and North America.
And now the product has been shortlisted as a finalist in the BETT Awards 2015 in the ‘Primary Digital Content’ and ‘Best Whole Course Subject Curriculum Resource’ categories.
“We are thrilled to have been shortlisted for two, much coveted, Bett Awards, which are considered to be the highest accolade in the industry,” said Ms O’Kane, a computer science graduate from Newcastle University who has also worked as a software engineer for blue-chip companies.
“We knew that teaching computing as part of the National Curriculum would prove a challenge for many schools because the vast majority of primary teachers have never been trained to teach it.
“So we developed iCompute specifically to support teachers who are not specialists in computing. We’re delighted it has resulted in schools feeling more confident about teaching computing in creative, engaging and challenging ways.
“We’re proud that, as finalists in two categories, our expertise and innovation in computing teaching and learning has been recognised. Thank you to all the teachers and pupils who provided valuable feedback, which helped us achieve this.”
Moving away from the previous ICT curriculum, which focused primarily on children’s ability to use technology, the new curriculum is designed to equip children with the knowledge, skills and understanding of computing that they will require throughout their lives.
The winners will be announced at the annual dinner, hosted by comedian Josh Widdecombe, at The Brewery in London on January 21.
iCompute, the digital computing scheme of work for primary schools, is proud to announce being shortlisted for the ‘Primary Digital Content’ and ‘Best Whole Course Subject Curriculum Resource’ BETT Awards 2015 for its whole-school and iPad computing scheme of work.
The primary computing curriculum becomes statutory in September 2014 and across the country teachers and schools are having a meltdown. Here’s a new subject teachers have never been trained to teach and they have to teach children from the age of 5 how to ‘code’.