Routines are good, because pupils know what to expect. They are able to predict what is going to happen, and when. Some pupils, whose home lives are chaotic and unpredictable, may even feel safe because of routines. Here are some routines that I think are useful for Computing lessons.
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A lighthearted look at rubrics as a form of assessment.
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I keep seeing blog articles and guides about using AI in education, and they mostly seem to be a form of painting by numbers.
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The early Oulipians in particular were interested in how mathematics and literature could be combined. Calvino, for example, wrote about using cybernetics in literature.
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Why not try something different in your Computing lessons? Here's a short list of suggestions.
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Why set students real-world, life-changing, humanity-saving problems when trivial challenges are likely to prove equally, if not more, useful?
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These pdfs, on converting a course to an online course, and tips for teaching online, were written a few years ago but still contain actionable suggestions.
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I’ve created a special area of the Digital Educatioon Supplement, which is an online supplement to my newsletter, Digital Education.
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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.
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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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These resources cover various aspects of online safety, including protecting oneself from scams, understanding personal information sharing, and recognizing signs of online threats.
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I’ve been experimenting a lot with using AI, especially for summarising long documents. But the summaries lacked the human touch.
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I didn’t think AI's answer was good enough. I didn’t ask how ethical the proposals were. I asked it to mark an Economics essay.
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I’ve been experimenting a lot with using AI. Not for creative writing I should add: I think AI has a long way to go before it will tempt me to eschew the likes of David Foster Wallace, Nabakov or Orwell. But for helping one think and, I’m sure, for admin, I think it’s a game-changer.
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Imagine the scene: a visiting dignitary, or an inspector, is shown into your classroom and, as is expected of anyone in that situation, walks around the room chatting to the pupils. She notices...
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A week or so ago we were chatting to a neighbour. She said she thinks her daughter, who looked about six years old, should learn how to code, as that’s the future. Didn’t I agree? I’m afraid I said that didn’t.
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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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*UPDATED* What are the attributes of a good ICT and Computing scheme of work? Here's the list of characteristics I've always looked for.
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This resource comprises a number of prompts to kickstart a discussion in your classroom about AI and its effects in society.
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Boring projects are the worst kind of thing to give students. My way of thinking is simple: if you can’t think of anything exciting, get them to come up with something themselves.
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