Ants aren’t particularly clever, but their collective behviour could teach us a thing or two about how to work together towards a common goal. Read more at Monash Lens
This framework for developing pre-service teachers’ knowledge does not necessarily depend on computers or other educational technology.
Computational thinking — approaching problems the way a programmer would — is captivating educators, from kindergarten teachers to college professors.
a new online course on computational thinking, independent of computer programming. This sounds like something useful!
“We don’t teach music in school to make everyone a concert violinist,” says Clive Beale, director of educational development at the Raspberry Pi Foundation, a nonprofit organization based near Cambridge, England that promotes computer studies in schools. “We’re not trying to make everyone a computer scientist, but what we’re saying is, ‘this is how these things work, it’s good for everyone to understand the basics of how these things work. And by the way, you might be really good at it.”’
so true! Jessie Duan’s article (linked below) exactly matches our experience in Algorithmics.
Maria Klawe has written an interesting and insightful article on the issue in The Conversation recently. Here’s the essence…
I’ve been working on this issue for decades. When I came to Harvey Mudd College in 2006, the CS department was averaging only about 10% women majors. The faculty had decided to make significant changes to attract more women.
They redesigned their introductory computer science courses to focus less on straight programming and more on creative problem-solving. They included topics to show the breadth of the field and the ways in which it could benefit society.
In order to reduce the intimidation factor for women and other students with no prior coding experience, they split the course into two sections, black and gold (Harvey Mudd’s colors), with black for those who had prior programming experience and gold for those with no prior experience.
This worked wonders to create a supportive atmosphere. […]
Within four years, we went from averaging around 10% women majors to averaging 40%. We have continued to average 40% since 2011.