Sunday, 24 June 2012

Update on the DFE and Vital Consultation on ICT #GuardianCS


Peter Twining started his session by restating that the Disapplication of the current ICT Programmes of Study (POS) will begin in September 2012, with a new curriculum expected in September 2014. The DFE and Vital recognise that “Digital” changes everything, ever job, every discipline. For these reasons, change is necessary.

However, Michael Gove has been less than kind about ICT and its teachers, despite the fact that in primary schools, 2/3 of schools are judged good or outstanding based on the most recent OFSTED data (2008). At secondary, this drops to under ½ of all schools are good or outstanding. It seems that GCSE ICT is a disaster. The Royal Society went on to state that “Every child needs to be digitally literate by the end of compulsory education.” The Royal Society at no point mentions that “computer science” is compulsory, rather a combination of all the ICT strands, which are displayed in the image below.



Note that the three strands of ICT are defined as Computer Science, IT and Digtial Literacy. One of the reasons why computer science should not be delivered discretely as a compulsory is because there are simply not enough people to deliver it.

It is worth noting that the current QCDA was and still is just guidance and actually the POS has and always will remain open. Teacher have done and still can teach any of the three strands and still meet the QCDA guidance.

Disapplication (Sept 2012)
There was no guidance from Gove as to what we should now do, he referred to a WIKI curriculum, however much of this is incomplete. There are no success criteria or attainment targets in which to judge the success of teaching. Therefore, many schools will not deliver ICT, despite it being a legal requirement. Whilst it is true, that in a general school inspection, Ofsted will not inspect ICT; it is still unwise to completely drop ICT from your school’s curriculum. Come 2014, ICT will be a foundation subject and if school’s have discontinued ICT from their school, there will be a huge skills shortage in both staff and students. Please ensure that your students do not lose their entitlement to ICT, do not slow down or soft pedal.

New ICT Curriculum (Sept 2014)
Peter Twining strongly restated that the subject should not change its name. Simply because something is not working, changing the name will not change anything. We have worked hard to build the name of “ICT” in the UK. Previously, many countries around the world would only use the term “IT”, but now on Twitter and in all educational journals and books published in the UK, “ICT” is the common term for our subject.
In 2014, the curriculum will be much thinner as a foundation subject. It is likely that the POS will be 1 side of A4. Indeed the POS and the attainment targets will probably be merged, with no level descriptors. Peter predicts that Gove will not tell you what to do, he will merely set high level attainment goals.

As a discipline, we need a united voice to succeed, rather than disagreeing and pushing particular views. Peter said all parties need to unite under the same banner of “ICT”: CAS, NAACE, ITTE, #DigitalStudies . The worst case scenario of a fragmented voice would be a compromised curriculum which is agreed by all parties and their vested interests.

Peter also discussed following a model like science, where you would have a National Curriculum for KS1 to KS3, followed by discrete sciences at KS4 i.e. Bio, Chem, Phy. In ICT, we could follow the same structure, specialising in either IT, Comp Sci or Media Studies at KS4. Incidentally, creative arts (Photoshop, video editing, special effects, animation and compositing) would all fall into the media studies bracket and during this two year period, could be taught by Art teachers as well as ICT teachers with the skills.





Who will lead?
5xICT specialist schools
Teaching schools and the New Technology Advisory Board (NTAB)
The NTAB will steer and co-ordinate the curriculum in the next three years. Why? Because DFE will not  (be able to) do it.

Peter also revealed new features of the Vital website, including the evidence hub where research meets practice. Whilst there are some schools leading in shaping the future of ICT using:

Bring Your Own Devices (BYOD): Students bring their own device, register their MAC address and the they can use their device in school. This has been successfully deployed by Saltash .Net Community School

Bring Your Own Tech (BYOT): You can bring your own tech into school and it simply works.

Vital wanted to hear from more schools where such schemes are working. He urged people to sign up to Vital. Free codes will be distributed to all conference attendees in the near future. Teaching schools would also get a discount to Vital membership.

Closing word
Do not lose ICT capacity now, otherwise 2014 will be a shock
Computer Science is a specialism at KS4, it is not the be all and end all.

Agile Pedagogy with Miles Berry

Miles Berry leads ICT education at the University of Roehampton and is also the chair of NAACE. Miles is a real story teller and as such, it is almost impossible to make notes and reflect how truly awe-inspiring his talks are. He managed to introduce 3 big ideas in his talk which completely blew me away.

1)     Froebel’s blocks for education
2)     The role of the Pedagogue-the Greek Etymology of the word being “a slave who took a child to a place of learning”.
3)     3 ways of learning: Play, Reading manuals/tutorials, Talking/socialising
4)     The idea that the 6 ingredients for a good computer game could also be used for programming
5)     Code avengers-A website for kids to learn Javascript

I mean not to do Miles any further injustice in the way of diluting his message. So here is his actual presentation in full:


Introducing Code Club – Linda Sandvik


Code Club is an after school club started by two highly-motivated young ladies, Clare Sutcliffe and Linda Sandvik. Their aim is to teach every child to code. Linda brought forward the strong point that every child can and should learn to code, even if they didn’t want to become a programmer, computer scientist or games designer. People learn how to cook eventhough they don’t want to become professional chefs. People learn Maths, English and Science until the age of 16, even though they may not wish to pursue careers in any of these fields.

Two key selling points for coding are that 1) It teaches you about problem solving and 2) It’s fun.

Yes, it’s fun and the two founders know how to have fun. Look at this video that they created:




Incredible!

They don’t (need to) worry about assessment. And this is a key thing about code club. Linda is originally from Norway but was educated in England. In fact I studied in the same Department of Computer Science as her at Warwick University. We graduated one cohort apart. And whilst Warwick is an excellent university, Warwick suffers from the same “testing-based” curriculum that all UK universities suffer from. Linda went as far to claim that when she studied Digital Media at Hyper Island in Sweden, she learnt far more from her one and a half years there than her three years at Warwick, partly because of the non test-based structure of the course. She learnt to fail, and to fail often. I agree this is a major area of the UK curriculum which needs an overhaul.  This needs to start from Primary education however, not just at University.

In less than a year, Code Club has secured 1436 volunteers and
120 schools have registered their interest. That’s pretty incredible growth; Pintrest, Twitter and Instagram better watch out!

They mainly teach through Scratch, a free piece of software with a GUI that teaches users the importance of Syntax and the fundamental building blocks of coding. One thing I didn’t know is that you can hit <Share> on a Scratch game and that gives you a URL to share with your family and friends. That’s awesome!

After user-testing her projects on kids, Linda went further than most people in hacking Lego Mindstorms to accept her Scratch instructions through an Arduino!  James Stuttard also later mentioned the Panther extension which gives even more advanced features.

Whilst Code Club is not short on friends as the above video demonstrates, they have also worked with Lego, Nesta, Mozilla, Coding for kids and Cas. However, they still need donations to help establish themselves as a charity.

Engaging your computing community by Alan O’Donohoe

Alan restores faith into those who feel that they have been left behind by the speed at which the ICT and computing express train has moved in the past 24 months. Alan had no programming experience, but two years ago, he decided he would learn how to code and would try to raise the profile of computing in his local school and community. His idea was to run #Hackdays. His motto was “Hack to the future”. Alan is overly modest with his achievements and he documents his successes on a blog.

One of Alan’s aims was to try to motivate students and instill a passion for computing so that they would choose GCSE computing as an option subject. An example of his success is the running of Dojo’s where students come and code and learn about computing in a Friday after-school club. He also decided to take his students to a bar camp, inspired by a father who controversially brought his son to a bar camp. At the hack to the future event in Preston, 360 people attended. A mixture of teachers parents and students attended, all keen to learn about computing! It was a real sight to behold.

He has also collaborated with Freaky Cloud and taught students how to hack. He claims not to have done any teaching himself at the “Hack to the future event”. Instead partner organisations such as Mozilla were at hand to run sessions, similar to those run at Mozilla hackspace. Enthusiastic as ever, he reinforces Peter Twining’s message (refer to earlier post) that we should not wait. Do not wait for Gove. Make stuff happen and things will happen to you.

Raspberry Jam

After much hype behind the Raspberry Pi He decided to create an event called Raspberry Jam The idea is similar to a musical jam where people who have instruments bring their own and people who don’t have instruments come along to watch/listen or play all the same. Raspberry Jam is an implementation of a CAS hub. The requirements are simple. All you need is:

-1 classroom
-Willing participants


He started with a small project which he knew would not fail. In fact it was his daughter’s project. @Rosie_Pi was a big fan of hammer beads. She had made video games characters before and so she taught a sessions which introduced the idea of pixels and all attendees in effect created pixel art. Some reproduced Mario characters, others consoles such as the iconic Nintendo Gameboy. He urged us all to do the same, to run an event- Start small, start simple. All we need to do is start something:

Computer Science – the fourth science by Simon Humphreys

Simon is the co-ordinator of CAS . He likens computer science to music. Just because we know how to code, it does not mean we can teach computer science. In the same way that just because you can play the piano well, it does not mean that you can teach music. He outlined a very shocking statistic that 34% of ICT teachers have no post A-Level qualification in ICT. This simply would not happen in any other subject.

He also clarified a point made earlier by Peter Twining that Computer Science != Programming. i.e. The two are not the same thing and programming will not solve our future problems in computer science or indeed ICT. He fears that what students currently suffer from on regular occasions (Death by Powerpoint) will merely be replaced by Death by Scratch or Kodu, Java, Python. In many cases ICT is taught better in other subjects than it is in ICT lessons. Many ICT teachers have forgotten the purpose/motivation behind teaching skills and merely teach skills arbitrarily to tick boxes/pass exams. Simon states that the point of a lesson should be about abstraction of a concept or key skill and then decomposition of that skill so that it can be applied in different scenarios.

He argues that Computer Science is discipline, like Medicine it has a body of knowledge, school techniques, it is a subject it is economically important and educationally important. And the most empowering thing is, that in the same way that anyone can learn to play a musical instrument, anyone can learn programming and the skills required to teach computer science. We are all teachers and indeed, there are very few teachers like the media make out-who are lazy and just work for their long holidays. In the same way that our student can learn new skills so can we. If you don’t believe Simon, I can give you a quick case study.

Four years ago, I was told I would need to learn Photoshop. I asked for CPD through a course, but department budget was tight, so my head of deptartment bought me a book. I later found online tutorials and I documented my skills in this album. One year later, I was teaching Photoshop skills to A-level Media Studies students and one year after that I became the Head of Media Studies. This is a showcase ofstudent work, many had no exposure to Photoshop prior to the course.

Independent tasks can also be seen here:




So it is possible to learn as both a teacher and a student.

Going back to how we can avoid “Death by Scratch”, Simon says that we have ask students to explain their code. Not in the Death by Printscreen fashion, but rather through peer-to-peer and student-teacher dialogue. Students can also use free screencapture software.

Echoing Peter Twining’s message once again, Simon stated that although ICT is a damaged brand. Changing its name won’t change anything. Like formerly failed brands such as Cadbury’s, Kate Moss and Primark. A genuine change (and seriously clever marketing) can easily sway public opinion!

There are CAS hubs all over the UK. CAS is in 500 schools and there is bound to be events at a hub near you. So what are you waiting for? We have to make this change happen and we have to act together.

Guardian Education Centre and Facilitated Discussion at #GuardianCS

Lunch at conferences is always an interesting affair. For the vegans out there, they usually end up starving and so resort to popping down to the local cafĂ© or getting out a lunchbox which they had already prepared. It is also clear which teachers have a decent canteen at school and which clearly do not. I walked past one delegate, sat on his own (he had clearly ran to the front of the lunch queue) and without exaggerating, he had at least 15 items (wraps, sandwiches, buns) piled high on his plate. It was clear which group he fell into and he certainly got his money’s worth from this CPD!

After lunch, we made our way into the Guardian Education Centre which is headed up by Margaret Holborn and her colleague Ellie. Margaret and Ellie run sessions practically every day, where school groups can come into the Guardian and learn to use Print and Video editing software that are actually used by the Guardian team every day. Access to the centre is at no cost and for this reason, you have to book one year in advance. Speaking from experience, this is certainly a worthwhile trip to plan for your school calendar. It has worked well for both Year 8 and Year 12 students at our school.

We also had the opportunity to chat to developers at Guardian. A friendly bunch, which held very mixed views with regards to Computer Science in schools; they were willing to answer our questions honestly. Here are some highlights:

Students will always ask “Why I am learning this?” or “How does it help me in my life?” It is no longer acceptable to reply along the lines of “It’s on the curriculum” or simply “Because I say so”. So as teachers of ICT, we have the perfect opportunity to teach whatever you want i.e. whatever you feel will be useful for your students when they enter the world of work/higher ed. Clearly, if at this point, you think it’s still OK to teach Powerpoint skills for more than 3 years in a row, then you are slightly deluded. There are so many excellent practitioners such as Genevieve Smith-Nunes, Matt Britland, Peter Kemp-All teaching interesting skills such as Animation using Blender, Coding using Kodu, Game Design using Stencil and Mission Maker, Music Video Production using iMovie or Windows Movie Maker. There is no reason why you shouldn’t ditch that dull unit on “Databases” or “Powerpoint Revisited” next year.

We asked the panel what their ideal curriculum would contain and these were their thoughts:

-An understanding of why computing and the internet works. How communication technology works e.g. The Internet and E-mail
-An understanding of why things go wrong i.e. why things fail, how to fail and how to recover
-Some theory e.g. What is an algorithm. Which can be easily understood by using the example of how to make a cup of tea.
-A study of “What does a self driving car look like” and an evaluation of “Why this study of self driving cars is important”-There are obvious implications like the laws of robotics, the technology required, challenges to be overcome etc.
-Web tech
-Doing things with quick feedback e.g. Coding-Not only is feedback quick, but it is private as well. No one see’s you fail.
-DO NOT JUST TEACH MS OFFICE ALONE
-Code their own website (You can start with Weebly and embed code from other sites). Learning HTML and CSS is also a good start.
-Testing and quality assurance-understanding the user needs and running both automated tests and unit tests. Thankfully, this sounds a lot like Unit 14 of OCR Applied ICT.


The panel also talked about the CSWG, a working group (The CS does not stand for Computer Science) which has a period of 2 hackdays every 3 months. These 2 days give the team a chance to develop ideas and present them back to the group. Ideas can then be voted upon and implemented in the Guardian. Many of the ideas born out of these Hackdays are implemented on the beta site:

www.guardian.co.uk/info/series/guardian-beta

A delegate commented on similar hackdays aimed specifically at girls, which are obviously the more under-represented gender in computer science. These hackdays are run by RewiredState . Aimed at girls with no experience of coding. Languages such as Python were a popular one amongst delegates first learning to program. And whilst code academy offers great free resources for adults, most felt the code avengers was more suitable for students.

Two sites that were mentioned during facilitated feedback were www.n0tice.com and CS Unplugged.

Two further things worth looking at:


Programme or be programmed by Doug Rushkoff



The session got me thinking about independent challenges that we run in our school. These are set by each subject. Idea’s for ICT at our school include:

1-Build your own website using www.weebly.com
2-Learn a new programming language e.g. Python (Youdacity / Invent Python/Py Games) or Javascript using CodeAvengers
3-Storyboard, Plan, Film and Edit your own short film or music video
4-Make your own game using Kodu, download it to an xbox 360. Get friends to play it and offer you feedback for improvements.

The role of the teacher – facilitating expert advice by Peter Kemp


“98% of Google engineers were exposed to computing at school”

Peter started his talk with this statistic to re-emphasise the fact that we cannot simply expect students to learn computing at home on their own, they must be exposed to it at school. But what happens, if as an ICT teacher you have little/no computing skills. Well to start with, it’s never to late to start learning. Peter started learning Blender a Free 3D animation program which is similar to Maya /3D Studio Max. He then exposed his students to it and they created this stunning animation for the Manchester University Animation Competition. Based on Peter’s introductory course as to how to make a cup, students taught themselves and relied on Peter’s network to create their animation in less than 3 months:




Peter’s expert which helped facilitate the course was called Tom. He is a Doctoral Researcher in AI at Queen Mary Universtiy. Of course, this was a great help, but what if we don’t have a large network?

1)     Sign up to CAS and attend your local CAS hub
2)     Sign up to www.computingplusplus.org which links professionals with school. There is no shortage of professional volunteers, but there is a shortage of schools! Computing Plus Plus also do CRB checks for you through STEMNET.
3)     STEMNET Has lots of groups such as BT IT ambassadors, Girl Geeks, Video Games Ambassadors, E-Skills UK. Which will all be willing to offer help and advice for your students
4)     Your local university
5)     Universtiy Ambassador Scheme e.g. KCL and 15+ other universities have student volunteers doing outreach work with schools all over the UK

Peter’s advice for how to write to professionals is to simply be bold and ask. People are looking for solutions, not problems. Give them a date and what you need from them. The worse they can say is “No”.

Peter restated that for Outstanding computing, we need just 3 ingredients:
1)     Experts
2)     Teachers
3)     Resources

All of these were outlined in his excellent talk.

The expert in the classroom - Genevieve Smith-Nunes

Genevieve presented what seemed like a utopian phrase that “Everyone is an expert in the classroom”. But the more I thought about this and the more evidence that Genevieve presented, I was convinced that she was right. I made it my mission to find out what each student’s expertise was in my classroom and to try and use it to my class’ advantage.

In my new school as an ice-breaker, I could ask each student to write on a wall, their name, their year group and their expertise. That way, whenever someone was looking for an expert in (say) audio editing using (say) Audacity, they would know who to go to.

Genevieve herself epitomises Peter’s BOLD approach by contacting professionals from around the world using Google Hangout. She has previously hjad Bob Shukai, the head of Global Mobile Tech at Reuters teach in her classroom via Google Hangout.  Eventhough there was a massive time difference, usually when you ask experts, they’re more than willing to offer help. Maybe that’s a key characteristic of an “expert”?

During the Google Guardian Hackday, Genevieve also helped facilitate a session where all students a 2-player Rocket Space Game. Extraordinary that this can be done over Google Hangout, allowing up to 10 people to video conference at the same time.

She ahs also had Master Students come into school as experts in Tech Enhanced Learning Envionments and HCI. They have been in to test their VLE and have offered help with building apps, creating a wireframe interface for students to experiment with. Simply using Mozilla and Thimble, her class were able to create an HTML render.

Genevieve will be running a HackDay at her school on Friday 6th July and she speaks very positively when she says, the worse thing that could happen is that we could fail. And even that isn’t that bad, because that’s the best way that we learn. And collective failure is safer than individual failure, because we share the experiencr together and nobody is to blame. It seemed that failing was something that is missing from the UK curriculum, Linda outlined this point in her excellent talk and Genevieve closed the day with it. In a funny way it was really empowering. There was once a saying that asked, “What would you attempt to do if you knew you couldn’t fail?” But perhaps if we frame failure in a positive and realistic light, and ask a different question “What would you attempt to do, if the worst that could happen is that you would learn from your failings?”

Well what will you attempt next week, term or year? 

Tuesday, 5 June 2012

Top 6 websites for teaching, learning and CPD

I've been teaching for six years and had some excellent INSET and CPD during that time. Imagine if you could have the world's leading practitioners at your fingertips, without paying a penny or even leaving your house- you'd be silly not to take up the offer! Some of the best content in education is being created right now on these 6 sites.


The learning Spy: David Didau's @LearningSpy  every post is guaranteed to make you think. If you're brave enough, they will also make you act. A leading proponent of the Solo Taxonomy. http://learningspy.co.uk/












(Content) Curation is King: @AnaCristinaPrts is a higher ed lecturer. Her curations specialise in autonomy, creativity and technology: http://www.scoop.it/t/digital-delights




Learning with 'e's-Great name for a blog about e-learning. Steve Wheeler @TimBuckteeth is a leader in digital learning: http://steve-wheeler.blogspot.co.uk/
 












Cool Cat Teacher: You've hit gold. What can only be described as a treasure chest of Pedagogical goodness: http://coolcatteacher.blogspot.com.au/ 















Mark Anderson's Blog: If you're a visual learner, you'll love @ICTEvangelist's blog: http://ictevangelist.com/










Edutopia: With guest posts from teachers around the world, this site covers everything from the micro level learning with individual students to the macro level at school and policy level: http://www.edutopia.org/














Bonus link: Create your own inforgraphics. I've got to try this! http://piktochart.com/

Saturday, 2 June 2012

5 websites to learn more about Raspberry Pi #Edtech



1) http://www.raspberrypi.org/ 
The official website where you can find out more about the Raspberry Pi and have a look through their Quick Start Guide.

2) http://www.element14.com/
Here you can buy your Raspberry Pi and there's a huge community of users.

3) A realistic and fairly neutral viewpoint
Engadget's view

4) A success story in school
Swallow Hill Community School have already taken the brave step towards Innovation / early adoption

5) Blogs
Ok, it was meant to be five, but there's a few blogs worth reading:

<UPDATE> Speech regognition on Raspi!: http://www.aonsquared.co.uk/raspi_voice_control



http://raspberry-pi-computing.com/

http://myraspberrypiexperience.blogspot.co.uk/

http://blog.thestateofme.com/2012/05/13/xbmc-on-raspberry-pi-with-openelec/

Another school success story : http://gotofdn.org/blog/gototech-the-goto-foundations-first-event/

Crust ->Pi tastes better with a crust.