You might think an author visit wouldn’t be of much use in a subject like Computing, but you’d be mistaken.
Read MoreAuthor reading to a school assembly. Image generated in Ideogram.ai
Sometimes (often), 'good enough' is better than 'ideal'
Sometimes (often), 'good enough' is better than 'ideal'. Yes, it sounds paradoxical, and counterintuitive, but sometimes even the presumed ‘ideal’ is not, erm, ideal.
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History lesson, by Terry Freedman
Two more for the archive
I’ve just published a couple of documents in the Digital Education Supplement. This is a collection of free resources for subscribers to my newsletter, Digital Education, which is also free.
Read MoreShould the Computing curriculum be ditched?
This is a serious question. What is the point of teaching kids computer programming, when AI can do all the hard work?
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A big question mark, by Terry Freedman
The DfE's foray into AI for education: the good news and the (potentilly) bad news
We don’t have very long to wait before the educational AI projects funded by the Department for Education are unveiled, if all goes to plan. But I have some concerns.
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Come back! Drawing by Terry Freedman
The KCL Report on the future of Computing Education
The Computing curriculum report from Kings College makes some great recommendations for fixing the failures of the current curriculum.
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Created using Bing Image Creator
The future of AI in Education: notes on a Westminster Education Forum Conference
A few months ago I attended a Westminster Education Forum about the use of AI in Education. I spent quite some time going through the transcript and making notes, but then I thought: why not use AI to do the work?
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Click the pic to download the pdf
EdTech Guide 1: 55 things to do at the start of the school year
This guide was first made available to subscribers to Digital Education, my free newsletter.
Read MoreEdTech Diary: Expectations
I want to be able to have as much access to technology when I'm in a school as what I enjoy in my own home. I don't think that is too much to ask, but maybe that's me.
Read MoreEdtech Diary: Wake up and smell the coffee
When I worked as a Technology Coordinator, a large part of my job was to encourage teachers in all subjects to make use of educational technology in their lessons and, even better, to build it into their schemes of work. It was something of an uphill struggle sometimes...
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Stuck, by Terry Freedman
How to make your classroom a stimulating environment
FREEBIE! Having been going through my files and digitising them, I came across this little booklet I created back in 2005.
Read More10 ways to make an impact
The way some people describe Computing makes it sound (let's be honest here) dead boring. The subject gets reduced, in effect, to 'coding'.
Read MoreReview: The Collaboration Book – 41 Ideas for Working Better
Most people would agree that collaboration is a good thing – so how can we collaborate more effectively in school settings?
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Get off of my lawn
One of the few good things about the emphasis on ‘coding’ now is that as most people acknowledge that they know nothing about it, they leave the people teaching it in peace.
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Why you should collaborate on a Computing scheme of work (Updated)
In the article 12 Characteristics of a good Computing Scheme of Work I said that people should work with other people on their Computing scheme of work. Why?
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Quick looks: The collaboration book
I’ve just sent Teach Secondary magazine my review of this book, so I can’t say much before that’s published.
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Review: Iterate: The secret to innovation in schools
Having endured some fairly dreadful ‘initiatives’ in my time, delivered from on high with the directive to ‘make it work’, I approached Iterate with some trepidation.
Read MorePragmatism (Updated!)
Updated! It’s fine being a visionary, but somewhere along the line someone has to actually do something.
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A lesson, by Terry Freedman
50 features of excellent ICT and Computing lessons
What makes an excellent ICT or Computing lesson? In this document I've tried to encapsulate the answer to that question.
Read MoreBut where’s the pen?
Spaces and learning; spaces should be designed according to the kind of learning that people would like to experience in them.
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