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John Evans
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Across Ontario, there are educators finding exciting and innovative ways of bringing coding and computational thinking concepts to students. In this article, we share the #12BlocksOfCodemas activities challenge created by Ryan Smith of Trillium Lakelands District School Board (TLDSB).
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John Evans
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"To get into the coding and holiday spirit, TLDSB will be doing the #12blocksofcodemas this year! Each day, starting on December 7th, a new block of code for Scratch and ScratchJr will be announced on Twitter, Google+ and in the Staff Lounge in FirstClass. Students that participate can submit their projects to entered in a draw to win a prize for their school!"
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John Evans
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Scratch has become a popular way to introduce coding to young people around the world. Yet many schools are just beginning to realize the potential of Scratch to support project-based learning across subject areas and grade levels. How can you integrate Scratch into your curriculum to help students learn to think creatively and work collaboratively? Here are three things to know about Scratch — and the opportunities it opens up for learners with diverse interests and backgrounds.
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John Evans
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Coding curricula is sweeping into classrooms across the country, thanks to programs such as Code.org. According to the Education Commission of States, about 20 states now require that districts allow students to apply specified computer science courses toward completion of mathematics, science or, as a foreign language. But is coding preoccupying the hearts and minds of students after school hours? This is the question that researchers at the MIT Media Lab are asking.
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John Evans
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If you’re an educator who wants to incorporate coding into the curriculum but your school lacks the resources, there are plenty of low- and no-cost tools you can turn to. Scratch is one of the most versatile resources for this because it boosts student engagement and provides an easy way to infuse coding into your existing curriculum. If you’re ready to give it a shot, here are four ways students benefit from Scratch in the classroom:
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John Evans
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Girls Learning Code is excited to combine the power of storytelling with basic design and programming skills for our popular storytelling and animation workshop! On May 13, 2017, Ladies Learning Code is hosting its fourth annual Girls Learning Code Day in celebration of International Scratch Day! This year, we'll build on our mission of teaching girls 21st century digital skills and encourage them to tell their story through digital media. Using Scratch, a beginner level programming environment that encourages mathematical and computational skills, imagination will come to life throughout the day in a new and digitally engaging form. Girls will also be introduced to Scratch's amazing online community sloganed: "Imagine, Program, Share." where they will have the opportunity to upload their project for anyone on the web to enjoy! At the end of the workshop, each girl will also get a chance to practice their presentation skills and showcase their creation for everyone attending the workshop to experience and enjoy!
Great K - 8 coding resources from the Toronto District School Board!
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John Evans
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When we ask young people what motivates their participation on Scratch, they often emphasize the importance of their friends and other peers. Whether in person or online, peers motivate creative learning by sharing ideas, collaborating on projects, offering help, providing encouragement, and creating a sense of connection and community.
While there are numerous benefits to peer learning, I know from experience how challenging it can be to organize and facilitate a class or workshop so that all students have positive peer interactions and constructive collaborations. I have become fascinated to learn about the different ways that educators are supporting peer learning with Scratch.
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John Evans
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"Interested in integrating Scratch into your classroom this Fall, but aren't sure where to start? Here's a recap of our Scratch Across Every Subject Series!"
Last night I had an opportunity to present a free, evening webinar for the Oklahoma State Department of Education’s Educational Technology Division, as part of a series they hosted to prepare…
Via Yashy Tohsaku
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John Evans
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"Last year, I went to Nigeria with Mark Zuckerberg. One of the first stops on the trip was a program that taught kids how to code. When Zuckerberg entered the room, many of the young students had a hard time pulling themselves away from their projects, even to gawk at one of the world’s richest men. Facebook’s founder instead came to them. “What are you making?” he’d ask. And they would proudly say, “A game!” or whatever it was, and begin showing him how it works. Zuckerberg would stop them. “Show me the code!” he’d say, because, well, he’s Zuckerberg, and any occasion is ripe for an ad hoc programming review. And that’s when the kid would click on a menu that toggled from the game to the LEGO-like building blocks of a Scratch program. This happened several times, with kids ranging from ages 8 to 15. In every instance, the maker of a cool project could clearly show this famous visitor how he or she had methodically implemented a plan. Zuckerberg was clearly impressed. As we headed up the stairs to leave the building, Zuckerberg called out to me, “Scratch! Have you heard of this?” Oh, yes I had. Though it was not yet released to the world when Zuckerberg left Harvard to launch his quirky little startup, Scratch (developed just a couple of T stops away) is quickly becoming the world’s most popular computer language for kids taking their first bite of programming. Last year, over 120 million people came to its site, and many of them built and shared projects, at a rate of a million a month. “It’s the gateway drug for Silicon Valley engineering,” says Fred Wilson of Union Square Ventures, a Scratch supporter."
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John Evans
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Coding in education is once again gaining more and more popularity in education. There are now too many coding tools, online and device-based, to keep up with. There are so many choices now for students, teachers, or for anyone looking at using coding in education. Choice is great but it creates a new challenge for teachers — which tool(s) is best for my students? But coding in education is special. It’s not just learning about loops, variables, objects and if…then statements. Coding to learn in education has a long history. But computer science and computer programming also has a long history. Often, they are getting mixed up and, I think, there is some time and effort being wasted as a result.
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John Evans
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I can’t remember the first time I used Scratch. I am fairly certain it wasn’t before I started my library life, so sometime in the past three years? My vague memories should not be any indicator of my feelings about Scratch though. I love Scratch! For those uninitiated, Scratch is a drag and drop coding platform created by the folks at MIT’s Media Lab, an innovative, tech focused, research facility located in the Massachusetts Institute of Technology. Using color- coded, drag and drop blocks, Scratch demystifies computer programing, builds creative thinking and problem solving skills, and encourages students to learn by doing.
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Scooped by
John Evans
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Scooped by
John Evans
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" This past year, fourth and fifth grade students at Independence Elementary School in Yukon, Oklahoma, have had the opportunity to participate in an after-school Scratch Club led by STEM teacher Chris Simon. Scratch is a free program from the MIT Media Lab, which permits learners of any age to create games, tell stories, make animations, and much more. In its new 2.0 version http://ow.ly/lCBMv ; , Scratch is entirely web-based, so it can even run on a Chromebook! Yesterday was the final day of “Scratch Club” for students at Independence Elementary this year, and several students shared the reasons why they enjoy Scratch and have loved the Scratch Club. In this five minute video compilation of their ideas http://ow.ly/lCBKM ; , pay attention to how several students mention the importance of “agency” and choice. Many report how they love the opportunity to be self-directed in their learning and to have opportunities to use their imaginations to create. Also notice the way one student references the “hard fun” of programming, which is something Gary Stager talks about often in the context of students learning to code. "
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