using tablets or ipads or kindles in junior classes
Mary primary
Ipads or kindles to allow tbe students access to more hands on elearning within the classroom. I have lots of questions and would love to chat to an enthusiastic teacher who has the experience of using above with younger children from Junior infants to second class
Thanks
Mary Toner
karenj...@gmail.com
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Peter Lydon
kids,there is probably more iPad Apps better suited to them. That said,
there is still a paucity of Irish apps.
There are heaps of questions you need answers to before purchasing, not
least how you plan to implement them in the classroom.
http://appaday.wikispaces.com/file/view/iPad+Implementation+Planning+Workshe
et+v2.5+Reduced.pdf
Still, I think a Jelly Bean Android beats iPad!
Peter
On 14/05/2013 19:02, "karenj...@gmail.com" <karenj...@gmail.com>
wrote:
Seaghan Moriarty
Its own apps, plus access to full Google Play store, way better resolution than iPad 'retina', 32Gb internal storage plus SD slot - When it becomes available in Ireland (a friend got one from the UK today for €279 I think) it might become useful in schools because of its premium e-reader pedigree.
And Peter, if you really want Jelly bean, you can add one of these: http://reviews.cnet.com/8301-19736_7-57570790-251/rootmynook-vs-n2a-cards-battle-of-the-nook-to-android-cards/ :)
Kindest Regards,
Seaghan Moriarty
Peter Lydon
Looks good. Pity to have to root it to get a flavoursome android.
P
Mary Farmer
Mary Farmer
Simon Lewis
Simon Lewis
Eugene Eichelberger
And, please do not retort with a comment that only computer science kids need coding skills. Every single job in the world today requires some form of textual logic needing to be entered into a computer. Whether your talking about ruining Ireland's economy because of an Excel macro, performing an advanced search query, or simply navigating around the Internet, you need to be able to understand the tool that we've all willingly slaved ourselves with: the computer.
-Eugene
Stephen Howell
Joan Maguire
I agree with the sentiments expressed in this post. Please forgive me if I share some thoughts on this. The study of logic, I believe should not be ,limited to one or a number of systems. To my understanding, The exploration of thought in a logical manner can develop the new perspectives that are the foundations of new developments.
Forming minds need nourishing. No more than the use of a computer comes easy to children, systems built on simple logic will quickly be absorbed by them.
When dealing with children learning Scratch, it is important to be aware of the moment when their understanding goes beyond that system and be ready with another step for them. An interested mind can find the creation and study of fractals a challenge.
If we confine our childrens' study of logic to occupation on an existing computer system, we could find that their ability to explore and be curious will be curtailed. The greatest book of all is nature itself, with all her undiscovered mysteries.
Joan
From: cesi...@googlegroups.com [mailto:cesi...@googlegroups.com] On Behalf Of Eugene Eichelberger
Sent: 15 May 2013 11:09
To: cesi...@googlegroups.com
Subject: Re: [CESI List] using tablets or ipads or kindles in junior classes
It absolutely kills me to see Scratch being referenced as a critical component to classroom ICT education. Scratch was designed to target kids ages 5 - 8. It has a place but it is more often used as a crutch for the adults who do not have the training or resources to offer a better alternative. The logic skills taught in Scratch can be easily taught using an number of other software choices and it is the wrong tool for introducing basic logic concepts. Scratch proposes to be what is called an Integrated Development Environment. It does a reasonably good job at getting started but it has two critical faults. First, it is to broad as explained by Zed A. Shaw in this Vid. Second and more dangerous it is impossible to transition off the platform. Just like locking yourself inside the Apple selection of hardware. Complicated scratch projects do not offer a good way to scale beyond doing small animated greeting card projects. Most reasonably intelligent kids can find a platform limitation within 20 minutes. Choosing Scratch for children over the age of 11 is sacrificing the ability to grow for some up-front convince. It breaks my heart to ask university kids if they have any 'coding' experience. As soon as they hit their first programming course, they realize they've wasted 100s of hours dragging scratch blocks around.
And, please do not retort with a comment that only computer science kids need coding skills. Every single job in the world today requires some form of textual logic needing to be entered into a computer. Whether your talking about ruining Ireland's economy because of an Excel macro, performing an advanced search query, or simply navigating around the Internet, you need to be able to understand the tool that we've all willingly slaved ourselves with: the computer.
-Eugene
On Tuesday, 14 May 2013 21:05:52 UTC+1, Simon Lewis wrote:
I was very interested in a previous message from Stephen Howell about Scratch on Android Tablets. This could be a deal breaker for me. I believe Scratch 2.0 is cloud-based but also Flash-based so that cuts out iOS. I'd love to hear more about this. I also need huge convincing about tablets in general at primary level.
-------------------------------------------------------------
Simon Lewis
https://www.vizify.com/simon-lewis
Anseo.net - http://www.anseo.net
Try Mash - http://www.mash.ie
Targetboard - http://www.targetboard.net
-------------------------------------------------------------
On 14 May 2013 20:50, Mary Farmer <seb...@googlemail.com> wrote:
Meant to say that we use iPads (and iPods) and love them….huge impact on learning engagement and creativity
Peter Lydon
P
On 15/05/2013 12:00, "Stephen Howell" <stephen....@gmail.com> wrote:
In the Scratch Team's live webcast about Scratch 2.0 a few weeks ago, I think they said that Android tablets that some use Flash will run the new version but it's no optimised.
They are planning a standalone offline version of Scratch 2.0 so it is possible that this will also see an Android optimised version too. I don't think that has been officially announced, so it may not happen. Alternatively, check out Snap (a HTML5 version of BYOB) that is very similar to Scratch (but a bit harder and more powerful). It might work better on tablets?
Regards,
Stephen
On Tue, May 14, 2013 at 9:05 PM, Simon Lewis <si...@anseo.net> wrote:
I was very interested in a previous message from Stephen Howell about Scratch on Android Tablets. This could be a deal breaker for me. I believe Scratch 2.0 is cloud-based but also Flash-based so that cuts out iOS. I'd love to hear more about this. I also need huge convincing about tablets in general at primary level.
-------------------------------------------------------------
Simon Lewis
http://about.me/anseo
https://www.vizify.com/simon-lewis
Anseo.net - http://www.anseo.net
Try Mash - http://www.mash.ie
Targetboard - http://www.targetboard.net
-------------------------------------------------------------
On 14 May 2013 20:50, Mary Farmer <seb...@googlemail.com> wrote:
Meant to say that we use iPads (and iPods) and love them….huge impact on learning engagement and creativity
twitter: @ebd35 <https://twitter.com/#!/ebd35>
blog: Adventures in Learning <http://ebd35.wordpress.com/>
David Kearney
Depending on the Android hardware, you can possibly self-install Flash (via an .apk file) on the Android from the Archived Flash Player Versions page on the Adobe website. To do so, please visit http://forums.adobe.com/message/4675670#4675670 where there are instructions and a video from Adobe.
I would add the advice that, when installed, you may want to uncheck the “Unknown sources” option once again to keep your phone or tablet secure.
Kind regards,
David
From: cesi...@googlegroups.com [mailto:cesi...@googlegroups.com] On Behalf Of Peter Lydon
Sent: 15 Bealtaine 2013 16:16
To: cesi...@googlegroups.com
Subject: Re: [CESI List] using tablets or ipads or kindles in junior classes
Jelly Bean (sadly) doesn’t support Flash. ICS does support Flash.
No virus found in this message.
Checked by AVG - www.avg.com
Version: 2012.0.2242 / Virus Database: 3162/5824 - Release Date: 05/14/13
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Laurence cuffe
It absolutely kills me to see Scratch being referenced as a critical component to classroom ICT education. Scratch was designed to target kids ages 5 - 8. It has a place but it is more often used as a crutch for the adults who do not have the training or resources to offer a better alternative. The logic skills taught in Scratch can be easily taught using an number of other software choices and it is the wrong tool for introducing basic logic concepts. Scratch proposes to be what is called an Integrated Development Environment. It does a reasonably good job at getting started but it has two critical faults. First, it is to broad as explained by Zed A. Shaw in this Vid. Second and more dangerous it is impossible to transition off the platform. Just like locking yourself inside the Apple selection of hardware. Complicated scratch projects do not offer a good way to scale beyond doing small animated greeting card projects. Most reasonably intelligent kids can find a platform limitation within 20 minutes. Choosing Scratch for children over the age of 11 is sacrificing the ability to grow for some up-front convince. It breaks my heart to ask university kids if they have any 'coding' experience. As soon as they hit their first programming course, they realize they've wasted 100s of hours dragging scratch blocks around.
And, please do not retort with a comment that only computer science kids need coding skills. Every single job in the world today requires some form of textual logic needing to be entered into a computer. Whether your talking about ruining Ireland's economy because of an Excel macro, performing an advanced search query, or simply navigating around the Internet, you need to be able to understand the tool that we've all willingly slaved ourselves with: the computer.
-Eugene
Rob
Hi Eugene
"The logic skills taught in Scratch can be easily taught using an number of other software choices and it is the wrong tool for introducing basic logic concepts"
Rob
Power
On Sunday, 26 May 2013 19:07:43 UTC+1, Eugene Eichelberger wrote:
When given a couple of hours to introduce computational thinking, the program I run is detailed below. I've got a very strong base in teaching logic, computer programming, digital media, and multi-media. I'd be happy and very eager to assist anyone with developing a program for secondary school kids.
Originally written October 2012
Adults first exposure to coding
Last Friday evening CoderDojoDublin filed the studios @ScienceGallery with eager adults ready to learn to code. The event was in conjunction with TWISTING SCIENCE. A three day event celebrating and forging initiatives in STEM awareness among women and young girls. Indeed, two thirds of the new coders were women.
With a two hour opportunity to expose the art and science of coding, this was both a terrific opportunity and a challenge. With the vast array of technologies, concepts, and projects, what curriculum would be efficient, enjoyable, and provide a genuine coding exposure? Thanks to the efforts of Irish Computing Society, CoderDojoDublin has been using curriculum and learning objectives as developed in collaboration with industry and secondary school professionals. Whether workshop participants are adults or children, our focus is to use small fun and entertaining steps to teach core computational concepts. Through great deliberation I’ve settled on a fun and interactive initial lesson to introduce programming. To do this we would spend half our time playing games and then proceed to write our own game.
After getting settled in and everyone connected to the Internet, we played our first game. The Set Daily Puzzle. The puzzle is a challenge for novice and expert players. The object of the game is to identify a ‘set’ of three cards from 12 cards displayed. Each card has a variation of the following four features: Color, Symbol, Number, and Shading. A ‘Set’ consists of three cards in which each feature is EITHER the same on each card OR is different on each card. That is to say, any feature in the ‘Set’ of three cards is either common to all three cards or is different on each card.
The Set Daily Puzzle game immediately engages players with symbols and maths. The game is addictive and entertaining. While it is easy to engage, finding 6 sets within twelve cards is difficult without a strategy. After given some time to work and suggestions that partners and teams could be employed; we discussed ways in which the game could be won without getting stumped. By employing a reduction algorithm to proceed through the possible solution set iteratively, it is possible to try every possible combination. Operating on a set of 12 looking for a key of three takes a surprisingly short period of time. In essence it is possible to beat the game through brute force in 5 to 10 minutes. Those of you familiar with computer science will see the lessons embedded in this exercise. Algorithms, iteration, sorting, comparison and conditional decisions. Without employing a logical strategy and executing a successful algorithm it is quite likely that a player will get ‘stuck’ before finding all six patterns. Indeed, no one was able to identify all the sets without employing a successful algorithm. As the instructor, my final task is to explain that computers use algorithms to very quickly operate on data to build information using similar techniques. After which we move on to our second game.
Lightbot is a clever game designed to teach functional programming by navigating a small robot around a grid. The player is given a small set of commands which can be used to create a procedure to complete a series of tasks. Through the use of function blocks, players can build functions, loops, and even recursive programs to guide the robot to complete each level.
Lightbot was built to teach coding skills so it is not surprising that programming concepts are embedded and easily tackled. Like Set Daily Puzzle, Lightbot players learn a great deal about building a working strategy in a methodical non-spoken language. While Lightbot is a game, and it is very challenging, it is a terrific way to learn and explore foundational computer science concepts. Players are encouraged to work through new and unfamiliar ways of thinking because the game is fun.
The third and final activity for the night was a one hour introduction into the Python programming language. To do this we started building the Craps dice game. Workshop participants were asked to bring their own laptops which is always a challenge. Not knowing what equipment will walk in the door limits technical choices available. It is completely untenable to consider installing any software with such limited time in a large group with diverse equipment. Thankfully, a new website alleviates the need to install any software and provides a very powerful development environment. The site even illustrates in-memory objects. The site is PythonTutor. The site interface can be taught in a couple of minutes.
PythonTutor allows for programs to be written in-browser with syntax highlighting, debugging, and code step-through. The site is amazing. Using this tool, participants were able to import random and simulate a pair of dice. To do this we showed how to assign random integers (1 through 6) into two variables. By adding these values and employing conditional (if) statements we were able to evaluate the first roll of the game. If the sum of the two random integers was ( 7 or 11 ) the player won. If the sum of the two dice were ( 2, 3, or 12) the player lost. And, if the total was (4,5,6,8,9,10) the point was set.
To the regret of all we ran out of time before we could implement a loop and implement a second roll of the dice. However, like each of the preceding two activities the participants were eager to continue. Each of these tools make learning fundamental logic and computer science concepts as friction-free as possible. In deed, no one would claim that learning is not without effort but each of the three main tasks for the night were fun and engaging. Participants were left we a distinct feeling of accomplishment and satisfaction. As with the children it is our hope that each of the participants would be motivated to continue. With the lessons being games who wouldn’t want to continue?
It was a distinct pleasure to introduce programming to a post-school audience. It was an even greater pleasure to present computational thinking, logic, algorithms, and coding in a way which makes learning fun. Certainly, at times, you could feel everyone’s brains being engaged as we worked through the challenges. I hope that everyone learned the most important lesson; that coding and computer science is fun.
