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Scooped by
John Evans
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Many educators across the world will be inspired to engage their students in a coding lesson this week, as December 3-9 is Code.org’s annual Hour of Code event. Coding is not only great as an elective or extra activity, it can also provide an avenue to apply and deeply engage in mathematical concepts. Perhaps we should consider including coding as part of our mathematics explorations more often!
For instance, our board member, Mike Lefkowitz wrote about how mathematics provides the foundation for the other STEM subjects, including science, technology and engineering. Similarly, the president of the National Council of Teachers of Mathematics, Matt Larson, made a compelling argument that math education is STEM education. So maybe it makes sense to build these skills in conjunction with one another, and support students in identifying those connections.
Other articles have also explored upon how coding can help students make sense of the eight mathematical practices, and here I endeavor to showcase more examples and anecdotes from colleagues working in technology.
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Scooped by
John Evans
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If you’re interested in programming, you may well have seen this quote before:
“Everyone in this country should learn to program a computer, because it teaches you to think.” — Steve Jobs
You probably also wondered what does it mean, exactly, to think like a programmer? And how do you do it??
Essentially, it’s all about a more effective way for problem solving.
In this post, my goal is to teach you that way.
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Scooped by
John Evans
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Are you wondering what coding means for your classroom? Join us for a look at how to include computational thinking into your teaching.
Explore the vocabulary of coding and the opportunities for offline activities. Showing cross-curricular links and real world application, this webinar will use both Discovery Education Coding and freely available resources to support the teaching and learning of computing.
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Technology has become vital to our day-to-day lives and critical in the K-12 classroom. In a tech-saturated market, parents of our students have raised questions about how artificial intelligence (AI) will impact their future careers.
Whether you believe AI has potential to meet or surpass human intelligence, it is imperative that we equip students with skills to match the nearing demands of the future workplace. Computational thinking (CT) is the latest skill set that addresses the demands of the future workplace. CT enables us to analyze and process data algorithmically, and often visually. CT offers a process for problem-solving, where one develops a series of steps (an algorithm) to solve open-ended problems. Put simply, it’s a framework to approach problems like a computer would: by processing data in a well-defined series of steps.
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Scooped by
John Evans
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Machines are already superintelligent on many axes, including memory and processing speed. Unfortunately, those are the attributes our education system currently rewards, with an emphasis on learning by rote.
It doesn’t make sense to me. Part of my job as an investor is to attempt to predict the future – I need to make bets on the way we’ll be behaving in the next two, five, ten and 20 years. Computers already store facts faster and better than we do, but struggle to perfect things we learn as toddlers, such as dexterity and walking.
We need to rethink the way we teach our children and the things we teach them. Creativity will be increasingly be the defining human talent. Our education system should emphasise the use of human imagination to spark original ideas and create new meaning. It’s the one thing machines won’t be able to do.
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![[Video] Coding, computational thinking and the classroom- Discovery Education UK | Professional Learning for Busy Educators | Scoop.it](https://img.scoop.it/BKyU1g8aFCuz8jPiul8HtTl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
