One of the reasons I keep a blog is that it is still a great way of finding out what I think about things.
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On this day: Do kids still need to learn how to code?
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.
Read MoreDigital literacy is about asking the right questions Updated
Being digitally literate is not just about knowing how to use programs or being aware of copyright law. It’s also about being able to ask the right questions. This is another reason to have a news section in your Computing lessonsKeeping your media safe
Cloud services have their place, but schools should still think carefully about how they can keep the media they produce safe, secure and on-site.
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Author reading to a school assembly. Image generated in Ideogram.ai
Get the most from visiting authors
You might think an author visit wouldn’t be of much use in a subject like Computing, but you’d be mistaken.
Read MoreSometimes (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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Review: The Bright Side: Why Optimists Have the Power to Change the World
At first glance, you might take this to be one of those books full of affirmations and anecdotes designed to lift your mood.
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Review: Small Habits Create Big Change: Strategies to Avoid Burnout and Thrive in Your Education Career
My review of this for Teach Secondary magazine has just come out. Here is the published version, followed by the copy I submitted, which is slightly longer because it has a little more detail.
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Review: Productive Failure: Unlocking Deeper Learning Through the Science of Failing
My review of this for Teach Secondary magazine has just come out. Here is the published version, followed by the copy I submitted, which is slightly longer because it is a little more detailed.
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Review: AI Snake Oil: AI Snake Oil: What Artificial Intelligence Can Do, What It Can’t, and How to Tell the Difference
My review of this for Teach Secondary magazine has just come out. Here is the published version, followed by the copy I submitted, which is slightly longer because it has a little more detail.
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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.
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Click the pic to see my Substack newsletter
The trouble with Substack
There is a lot I like about Substack, but…
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Pupils working on computers, by Terry Freedman
On this day: How can a programming language be boring? (Plus Update)
Someone told me of an X exchange that took place a few weeks ago in which teachers were saying that their kids found Scratch boring. Well (he says, arms akimbo), here are my views on that.
Read MoreOn this day: Using codes when note-taking -- republished with a discussion
My various squiggles in my notebook or Evidence Form may not have meant much to anybody else, but it conveyed a lot of information to me.
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Questions, by Terry Freedman
Hot Potatoes Cloze Exercise
A simple, and very old-fashioned looking, cloze exercise!
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Conference: Next steps for AI in Education in England
Last year I attended and reported on a similarly-named conference. The Westminster Forum is running another one this year.
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Where are the girls in ICT and Computing? Still an apposite question (unfortunately)
I wrote and published this more than ten years ago (in 2014). Apart from the fact that some terminology has changed and some resources are no longer available, it is still relevant. What a sad situation.
Read MoreCompetition deadline situation: imminent
This collection of work by Gay Talese is utterly brilliant, and contains items that haven’t seen the light of day in a long time.
Read MoreOn this day: Hazardous Environments
Hazardous environments: I like to think of this as being a metaphor for any situation in which one is challenged.
Read MoreHow I reduced my marking time from 4 hours a week to 15 minutes
Reading each student’s work each week, at a rate of ten minutes each, took nearly two and a half hours. Thinking of suitable comments, adding them in to the appropriate place in Google Classroom, and updating my spreadsheet markbook took another hour and a half.
Something had to be done.
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