Good news: the prize draw for How to Think Like a Coder will be run very soon, for subscribers to the Digital Education newsletter. Here’s what you need to know.
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TPEA conference
Technology Pedagogy and Education Association Conference news
Good news if you’re thinking about going to the TPEA conference in July.
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Trust Me, I’m Lying
Quick look: Trust Me, I'm Lying
This book lifts the lid on the practices that various media use to promulgate fake news even while appearing to be squeaky clean.
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Discussion before the discussion by Terry Freedman.jpg
Why outside help can be useful in educational ICT or Computing
This article summarises what I’ve learnt about the benefits of hiring outside help like an agency or a consultant, from my experience of doing so and also as (now) an ed tech consultant myself. I hope you find it useful.
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Assessment machine, by Terry Freedman
Artificial Intelligence and marking: pitfalls
I’m all in favour of making teachers’ lives easier, but automated essay marking is not the answer.
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Forward 10 places!
8 Ways to make physical computing work in the classroom
If you insist on getting the kids to make or use physical computing kits/robots in the classroom, here arte 8 suggestions for making sure it’s all useful.
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Wait! By Terry Freedman
Virtual reality: a solution desperately seeking a problem
A lot of Virtual Reality ‘solutions’ I’ve seen are just a massive waste of time and resources.
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Be aware! By Terry Freedman
Is robotics a waste of time?
I’d rather teach pupils to program without going through the intermediary process of building a robot or anything else. Despite all the hype, I regard it as a massive waste of time.
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Big Data, by Terry Freedman
Data for its own sake is pointless
Unless data can be turned into information, what’s the point of collecting it?
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Spreadsheet manual by Terry Freedman
Writing technology manuals for school: why, what and how
Do you really need software and hardware manuals in school? (Spoiler alert: yes.)
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Terry’s desk, by Terry Freedman
Notes from the desktop: a prize draw, a damaged elbow and a conference -- oh, and posts about podcasts
Here are 4 useful bits of news. Topics covered: a forthcoming prize draw, podcast posts, a great-looking conference and my elbow.
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Fake news, by Terry Freedman
Fake news: a role for the Department for Education?
Here is a very brief report of a conference about fake news, and an article about what the Department for Education could do to help tackle it.
Read More8 podcasts for primary school teachers
The headline is a bit of a misnomer: in fact, there are 7 podcasts for teachers and one for kids. But that would have made for a pretty awkward title!
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Filming in progress, by Terry Freedman
10 video channels for Computing teachers
UPDATED Here are ten video channels of potential interest to teachers of Computing.
Read More10 podcasts for Computing teachers
UPDATED Here are ten podcasts that will help you understand more about computing or give you some ideas of things you can discuss in your lessons
Read MorePodcasts and videos for Computing teachers: introduction
UPDATED This article introduces two further articles: 10 podcasts for Computing teachers, and 10 video channels for Computing teachers.
Read MoreBook review: Excel 2019 Bible
I recently received this massive tome, the Excel 2019 Bible. Here’s what I thought of it.
Read MoreBook review: Access 2019 Bible
I recently received this hefty volume, the Access 2019 Bible. Here’s what I thought of it.
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Partners. This illustration is from www.pixabay.com and has a CC0 licence.
Can the International Society of Technology in Education's Standards in Computing be adapted for use in the UK?
This article details the steps that a few of us in ISTE, ITTE, TPEA and others have taken to investigate whether the ISTE Standards for Computer Science teachers, and their list of Computational Thinking Competencies, could be adapted for use in the UK. There’s also an opportunity for you to give us your opinions if you wish to.
Read MoreBook review: How to think like a coder
This book aims to teach you how to think like a coder, rather then merely learning how to code. How far does it succeed?
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