Hour of Code Demystifies Coding for Students Worldwide

  • on Nov 30
  • in Code.org
  • by Educator Innovator

The Hour of Code, a global movement to introduce students to the fundamentals of computer science organized by Educator Innovator partner Code.org, takes place next week, December 5–11. Aimed at demystifying computer science and showing students that anyone can learn to code, the Hour of Code does not require any prior experience from students or teachers. HourofCode.com/learn has over 200 free, multi-language activities, including ones that apply to language arts, music, natural and social sciences, and more! All activities can be completed on a computer, tablet, or smartphone, and some don’t require any computer at all. Teachers interested in hosting an Hour of Code event should check out the how-to guide, and can register their event on the Hour of Code website. Why Computer Science? Computing is the number one source of new wages in the U.S. There are more than 500,000 computing jobs open nationwide. Computer science graduates enjoy the second-highest starting salary and the highest full-time employment rate (76%) within six months of graduation, but most schools don’t teach computer science. Every 21st-century student should have the opportunity to learn how to create technology. Join the movement at HourofCode.com.


What a Makerspace Can Mean for the Writing Classroom—Takeaways from NWP Annual Meeting

Librarian and maker Colleen Graves recaps a lively and learner-driven session on makerspaces and embracing making as teachers of writing at the 2016 NWP Annual Meeting. Session Info In our interactive session for “Makerspace in the Library: What it means for your Classroom,” we really let our participants drive the learning. We started out with an introduction for each expert presenter (here is our slidedeck with presenter info and resources we referred to during the session.) Then the rest of the learning was hashed out through lively table discussions. Other Workshop Leaders: Buffy Hamilton, Title I Writing teacher, former librarian; Atlanta, GA Zach Duensing, Nashville Public Library Valerie Jopeck, Elementary Library Education Specialist, Fairfax County Public Schools, VA K-Fai Steele, Program Associate, National Writing Project We asked our participants some simple questions to help divide our learning up into different themes. (Thanks for these guiding questions, K-Fai!) Why are you interested in makerspaces? What questions do you have? How have you connected (or not) with them? Our writers wrote ideas on Post-its and then we divided these post-its into overarching themes. Emerging Themes It quickly became evident that our communal thinking could be divided up as: Support: How do I...
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Here’s Why You Should Step into the Future with Facing History

This Sunday and Monday, join our partner Facing History for Face the Future, a global virtual game about what the future of empathy might look like, and how that impacts our choices today. Read more from Jane McGonigal, world-renowned game designer and Director of Games Research and Development at the Institute for the Future, about why you should care about imagining the future. [caption id="attachment_11789" align="alignright" width="300"] World-renowned game designer, Jane McGonigal[/caption] For Face the Future, we're going to fast-forward a decade to the year 2026. And we're going to consider some technologies that might change how we relate to each other–and how we understand each other–in really dramatic ways. Why look into the future? Imagining the future is fun but it's also important. When we face the future, we're trying to make sense of the changes that are happening all around us. We're using our logic and our intuition to figure out where those changes might lead. In fact, when we imagine the future together, what we're really doing is participating in the process of anticipatory history. We imagine what we might do in a world of new possibilities, so we can prepare to act ethically and responsibly. We...
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From ‘Lives’ to ‘Modern Love’: Writing Personal Essays With Help From The New York Times

This resource from the New York Times Learning Network provides seven recommendations for teaching and writing personal essays, as well as a curated collection of essays from the Times to serve as mentor texts. "In this post we suggest several ways to inspire your students' own personal writing, using Times models as 'mentor texts,' and advice from our writers on everything from avoiding 'zombie nouns' to writing 'dangerous' college essays." Interested in finding out more? Read the full article at The New York Times Learning Network.

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