Kategorie: Mobile

  • Code Club: Empowering the Next Generation of Digital Creators

    Code Club: Empowering the Next Generation of Digital Creators

    Reading Time: 4 minutes

    Code Club is more than just a place to learn coding — it’s a thriving global community where young minds discover, create, and grow with technology. With a refreshed look and ambitious goals for 2025, Code Club is set to connect an even larger network of mentors and reach millions more young people worldwide.

    Code Club at RPF HQ, Cambridge
    Code Club at RPF HQ, Cambridge

    Since it was founded in the UK in 2012, Code Club has grown into a global movement, inspiring over two million young people to build apps, games, animations, websites, and more. Supported by the Raspberry Pi Foundation, Code Club provides free training and resources to mentors, ensuring creators achieve meaningful and lasting skills. Our vision for the next decade? To empower ten million more young people to have confidence in their coding.

    A proven impact

    A recent independent evaluation by the Durham University Evidence Centre for Education (DECE) confirmed what we’ve always believed: Code Club makes a real difference. Young people who attend gain valuable coding skills, grow in confidence, develop a strong interest in technology, and find a sense of belonging in the digital world.

    Mentor Rajan at his Code Club in India
    Mentor Rajan at his Code Club in India

    The power of mentorship

    At the heart of Code Club are passionate volunteers who bring coding to life. Whether it’s the thrill of overcoming a challenge or the excitement of seeing an idea come to life on screen, mentors make a lasting impact while learning coding skills alongside their club’s creators.

    Bob Bilsland, a dedicated volunteer since 2012, runs one of the world’s longest-running Code Clubs at Malvern CofE Primary School, Worcestershire, England. His motivation?

    “What brings me back week after week is the sharing of what I enjoy doing. It’s so much fun to help others explore this space themselves, to see what they can personally create. I see that giving others the opportunity to explore and familiarise themselves with computing as something that could open up a world of possibilities for them in the future.” 

    For Yang, a mentor at the EY office clubs, representation in tech is key:

    “If there are some female role models, I think for a little girl growing up, that means so much. Because if they can see somebody thrive in this industry, they will see themselves there one day. And that’s the inspiration.” 

    Mentor Yang at her Code Club in London
    Mentor Yang at her Code Club in London

    Across the world, volunteers like Nadia in Iraq and Solomon in The Gambia are using Code Club to bridge the digital divide, create opportunities, and empower communities.

    “[Code Club] added to my skills. And at the same time, I was able to share my expertise with the young children and to learn from them as well.” – Nadia Al-Aboody, Iraq.

    “We strongly believe in the transformative power of digital skills and their potential to create opportunities for young people. Witnessing the lack of access to computer knowledge among high school graduates in The Gambia and other sub-Saharan African countries inspired us to take action. By bridging the digital skills gap, we aim to empower young individuals to thrive in the 21st century.” – Solomon, Gambia 

    A community that inspires

    Code Club isn’t just loved by mentors; it’s so important to the young people who participate.

    Eoghan, a young creator from Ireland, values the collaboration and support he receives:

    “It’s really fun to meet and talk about ideas with other creators, and the mentors are very helpful in fixing any coding problems.” 

    Mentor Jayantika at her Code Club in Pune, India
    Mentor Jayantika at her Code Club in Pune, India

    Jayantika, a 15-year-old from rural Pune, India, started as a creator and is now a peer mentor. For her, Code Club is about giving back:

    “I believe coding opens doors and helps young children express their creativity. By mentoring, I hope to prepare them for a future that is increasingly driven by AI and technology.” 

    Join the movement

    Along with the incredible community, Code Club is supported by sponsors and funders who share our mission. We would like to extend a thank you to Cognizant, who have committed their support to the Code Club mission in the UK and Ireland for 2025.

    Mentors gathering at Clubs Con 2024
    Mentors gathering at Clubs Con 2024

    Code Club is more than just learning to code; it’s about creating opportunities, encouraging confidence, and building a global network of digital creators. Whether you’re a mentor, educator, or young digital maker, there’s a place for you in our community. Start your Code Club journey today and join a global community of digital creators.

    Website: LINK

  • This mod simplifies single-point threading on mini lathes

    This mod simplifies single-point threading on mini lathes

    Reading Time: 2 minutes

    “Single-point threading” on a lathe is the process of cutting threads, such as for a bolt, into the material through turning. The spindle/workpiece spin and the carriage moves linearly at a precise amount per turn of the spindle. That linear movement is the thread pitch. But this process usually requires several passes to reach the final depth, which presents a problem: how do you start each thread at the exact same point each time? Daniel Engel’s Arduino-based mod solves that problem on mini lathes.

    To facilitate single-point threading, most lathes have a lead screw that can engage with the carriage in order to move the tool at a constant rate. That lead screw connects to the spindle through “change gears” or a transmission system, letting the machinist adjust the linear travel of the carriage relative to each spindle turn in order to achieve a desired pitch. 

    But what happens when you finish the first pass and need to go back for a second? How do you keep the leadscrew (and therefore carriage) in sync with the spindle? One method is to run the lathe in reverse, but that has problems of its own. Some lathes have half-nuts designed to sync engagement, but many mini lathes lack that feature.

    Engel’s modification does two things to help: first, it provides a gear reduction to the spindle. That lets him perform single-point threading a much lower RPM, increasing torque and making it easier to stop at the right time (such as meeting a shoulder). Second, it lets an Arduino UNO Rev3 board monitor the spindle position via Hall effect sensors that detect four permanent magnets mounted on the spindle from the factory.

    The Arduino records the stop and start positions, displaying them on an LCD screen along with the spindle RPM and current position. After finishing a pass, Engel can use that information to return to the exact same starting position in order to perform the next pass.

    This is a clever solution to a common problem and Engel’s tutorial has all the information you need to perform the same modification on your own mini lathe. 

    [youtube https://www.youtube.com/watch?v=iHXrOEHyonw?feature=oembed&w=500&h=281]

    The post This mod simplifies single-point threading on mini lathes appeared first on Arduino Blog.

    Website: LINK

  • Buying books is now easier in the Google Play Books iOS app.Buying books is now easier in the Google Play Books iOS app.

    Buying books is now easier in the Google Play Books iOS app.Buying books is now easier in the Google Play Books iOS app.

    Reading Time: < 1 minute

    For many years, readers have been able to access Google Play Books using the iOS app, Android app or web reader, allowing them to buy and read ebooks and audiobooks across many different devices.

    Now, we are making purchases easier in the Play Books iOS app by introducing the “Get book” button. This button will take you directly to the Google Play website where you can purchase your selected ebook or audiobook.

    You can also use Google Play Family Library to share books with your family group, and create a digital book collection that’s easily accessible whether reading on an Android device, an Apple device, a web browser or any combination.

    Check out the Play Books app in the App Store.

  • This robotic piano has solenoids for all 88 keys

    This robotic piano has solenoids for all 88 keys

    Reading Time: 2 minutes

    Pianos famously have a lot of keys. A standard full-size piano has 52 white keys and 36 black keys, for a total of 88. Therefore, people need to get clever when they build self-playing pianos. However, the brute force approach works, too. Paul Junkin’s brute force strategy was to add a solenoid for every one of those 88 keys on his piano-playing robot.

    Junkin built this robot to play an old piano that had been in his family’s home since his childhood. For that reason, he didn’t want to do any permanent modifications to the piano itself and instead designed the robot to sit over the keys. It has a frame made of aluminum extrusion to support all of those solenoids.

    They are 12V solenoids that can push with 25 newtons of force. An Arduino UNO Rev3 drives those solenoids through PWM modules and power MOSFETs. The PWM control lets the Arduino output something effectively approximating analog voltage in order to adjust the velocity of each key strike.

    To tell the Arduino which keys to strike and with what velocity, Junkin used a USB-to-MIDI adapter going from his laptop to a MIDI-to-serial converter that connects to the Arduino. Software on the computer sends MIDI note commands through those adapters to the Arduino, which then actuates the solenoids accordingly.

    This turned out well and the robot is able to play songs perfectly. And, best of all, it would be possible to put this robot on any other piano of a similar size.

    [youtube https://www.youtube.com/watch?v=LBCMGGnA6GU?feature=oembed&w=500&h=281]

    The post This robotic piano has solenoids for all 88 keys appeared first on Arduino Blog.

    Website: LINK

  • MKR Keylock is an open-source IoT keypad for your front door

    MKR Keylock is an open-source IoT keypad for your front door

    Reading Time: 2 minutes

    The age-old combination of physical locks and keys, although reliable, also comes with a few drawbacks, such as when you lose the key or you want to share access with someone else remotely. Davide Gomba has recognized this and built the MKR Keylock project as a way to address some of these shortcomings.

    Starting with an existing electronic lock module, Gomba installed it in his door before identifying the circuit responsible for triggering it to open. Once found, he connected the line to a relay that, when triggered by a GPIO signal, will unlock the bolt. An Arduino MKR WiFi 1010 was then attached to a 4×4 keypad, a small buzzer for signaling an incorrect code, and another relay that runs to the doorbell for remote ringing. Thanks to the MKR board’s Wi-Fi connectivity, the firmware configures an MQTT client that listens to a few topics: “/code” to set the keypad code, “/open” to override the locking mechanism, and “/alive/status” that reflects the real-time status of the lock.

    Over on the web side, Gomba made a new Home Assistant integration that operates on the same topics as a controller. From a webpage, users can then toggle the lock or provide a new code for the lock to check against.

    Want to bring your own door into the IoT era? More information about this IoT lock can be found here on Hackster.io.

    The post MKR Keylock is an open-source IoT keypad for your front door appeared first on Arduino Blog.

    Website: LINK

  • Social battery badge

    Social battery badge

    Reading Time: < 1 minute

    Introverts aren’t shy, quiet creatures that need to stay at home all day – it’s more complicated than that. Where extroverts thrive on social interaction, introverts find it takes a bit of energy to be around other people. When they’re feeling full of social energy it’s fun to socialise; when that social battery is drained, they need to read a book, go for a walk, or conduct some other solitary activity in order to recharge. That’s something that a lot of people don’t understand, but the next time you’re at a conference and you need a break from people, you can spell it out with the aid of this Social Battery (£14.99) by David Capper.

  • Teaching about AI in K–12 education: Thoughts from the USA

    Teaching about AI in K–12 education: Thoughts from the USA

    Reading Time: 5 minutes

    As artificial intelligence continues to shape our world, understanding how to teach about AI has never been more important. Our new research seminar series brings together educators and researchers to explore approaches to AI and data science education. In the first seminar, we welcomed Shuchi Grover, Director of AI and Education Research at Looking Glass Ventures. Shuchi began by exploring the theme of teaching using AI, then moved on to discussing teaching about AI in K–12 (primary and secondary) education. She emphasised that it is crucial to teach about AI before using it in the classroom, and this blog post will focus on her insights in this area.

    Shuchi Grover gave an insightful talk discussing how to teach about AI in K–12 education.
    Shuchi Grover gave an insightful talk discussing how to teach about AI in K–12 education.

    An AI literacy framework

    From her research, Shuchi has developed a framework for teaching about AI that is structured as four interlocking components, each representing a key area of understanding:

    • Basic understanding of AI, which refers to foundational knowledge such as what AI is, types of AI systems, and the capabilities of AI technologies
    • Ethics and human–AI relationship, which includes the role of humans in regard to AI, ethical considerations, and public perceptions of AI
    • Computational thinking/literacy, which relates to how AI works, including building AI applications and training machine learning models
    • Data literacy, which addresses the importance of data, including examining data features, data visualisation, and biases

    This framework shows the multifaceted nature of AI literacy, which involves an understanding of both technical aspects and ethical and societal considerations. 

    Shuchi’s framework for teaching about AI includes four broad areas.
    Shuchi’s framework for teaching about AI includes four broad areas.

    Shuchi emphasised the importance of learning about AI ethics, highlighting the topic of bias. There are many ways that bias can be embedded in applications of AI and machine learning, including through the data sets that are used and the design of machine learning models. Shuchi discussed supporting learners to engage with the topic through exploring bias in facial recognition software, sharing activities and resources to use in the classroom that can prompt meaningful discussion, such as this talk by Joy Buolamwini. She also highlighted the Kapor Foundation’s Responsible AI and Tech Justice: A Guide for K–12 Education, which contains questions that educators can use with learners to help them to carefully consider the ethical implications of AI for themselves and for society. 

    Computational thinking and AI

    In computer science education, computational thinking is generally associated with traditional rule-based programming — it has often been used to describe the problem-solving approaches and processes associated with writing computer programs following rule-based principles in a structured and logical way. However, with the emergence of machine learning, Shuchi described a need for computational thinking frameworks to be expanded to also encompass data-driven, probabilistic approaches, which are foundational for machine learning. This would support learners’ understanding and ability to work with the models that increasingly influence modern technology.

    A group of young people and educators smiling while engaging with a computer.

    Example activities from research studies

    Shuchi shared that a variety of pedagogies have been used in recent research projects on AI education, ranging from hands-on experiences, such as using APIs for classification, to discussions focusing on ethical aspects. You can find out more about these pedagogies in her award-winning paper Teaching AI to K-12 Learners: Lessons, Issues and Guidance. This plurality of approaches ensures that learners can engage with AI and machine learning in ways that are both accessible and meaningful to them.

    Research projects exploring teaching about AI and machine learning have involved a range of different approaches.
    Research projects exploring teaching about AI and machine learning have involved a range of different approaches.

    Shuchi shared examples of activities from two research projects that she has led:

    • CS Frontiers engaged high school students in a number of activities involving using NetsBlox and accessing real-world data sets. For example, in one activity, students participated in data science activities such as creating data visualisations to answer questions about climate change. 
    • AI & Cybersecurity for Teens explored approaches to teaching AI and machine learning to 13- to 15-year-olds through the use of cybersecurity scenarios. The project aimed to provide learners with insights into how machine learning models are designed, how they work, and how human decisions influence their development. An example activity guided students through building a classification model to analyse social media accounts to determine whether they may be bot accounts or accounts run by a human.
    A screenshot from an activity to classify social media accounts 
    A screenshot from an activity to classify social media accounts 

    Closing thoughts

    At the end of her talk, Shuchi shared some final thoughts addressing teaching about AI to K–12 learners: 

    • AI learning requires contextualisation: Think about the data sets, ethical issues, and examples of AI tools and systems you use to ensure that they are relatable to learners in your context.
    • AI should not be a solution in search of a problem: Both teachers and learners need to be educated about AI before they start to use it in the classroom, so that they are informed consumers.

    Join our next seminar

    In our current seminar series, we are exploring teaching about AI and data science. Join us at our next seminar on Tuesday 11 March at 17:00–18:30 GMT to hear Lukas Höper and Carsten Schulte from Paderborn University discuss supporting middle school students to develop their data awareness. 

    To sign up and take part in the seminar, click the button below — we will then send you information about joining. We hope to see you there.

    I want to join the next seminarThe schedule of our upcoming seminars is online. You can catch up on past seminars on our previous seminars and recordings page.

    Website: LINK

  • The Apple TV app is now available on Google Play for Android mobile devices.The Apple TV app is now available on Google Play for Android mobile devices.Managing Director

    The Apple TV app is now available on Google Play for Android mobile devices.The Apple TV app is now available on Google Play for Android mobile devices.Managing Director

    Reading Time: < 1 minute

    Since its launch in 2021, the Apple TV app for Google TV has given people the ability to stream award-winning original shows, like “Severance,” “Slow Horses,” “The Morning Show” and “Ted Lasso,” as well as films like “Wolfs” and “The Instigators.” Starting today, the Apple TV app is available on the Google Play Store, allowing Android phone and tablet users to subscribe to Apple TV+ and access a library of Apple Original shows and movies, as well as MLS Season Pass — the home of Major League Soccer.

    With this update, Google TV users can also subscribe to Apple TV+ and MLS Season Pass right from their Google TV device.

    For more information and to explore all available content, download the app from the Google Play Store or visit tv.apple.com.

  • Google Family Link brings new supervision tools for parentsGoogle Family Link brings new supervision tools for parentsProduct Manager

    Google Family Link brings new supervision tools for parentsGoogle Family Link brings new supervision tools for parentsProduct Manager

    Reading Time: < 1 minute

    Keeping kids safer online and fostering healthy digital habits is important for parents, and finding the right balance is key. Today, we’re announcing new tools for parents to manage their child’s devices with Google Family Link.

    Family Link’s new look

    Family Link’s new design is more intuitive for parents to use and navigate. A new Screen Time tab consolidates all screen-time management tools in a single, easily accessible place. In addition to the app and device-specific usage summary and time limits, the Screen Time tab also makes it easier for parents to set and adjust Downtime and School time.

    Parents will find that managing their child’s account, privacy settings and content filters are now easier than ever on the Controls tab. We’ve streamlined key controls so parents have what they need right at their fingertips, including the ability to manage account data settings, approve app downloads and block specific websites.

    Juggling multiple kids and their devices is also getting easier. Simply swipe between child profiles and manage devices from a single page, with more advanced settings just a tap away.

    Website: LINK

  • Pi Terminal review

    Pi Terminal review

    Reading Time: 2 minutes

    It also has the equally important connectivity requirements of modern industrial automation. From your classic terminal pins, serial connector, Ethernet, etc., there’s also access to the built-in Wi-Fi and Bluetooth of CM4, along with a GPS antenna add-on, and you can expand it with LoRa or LTE for more radio connections.

    Ready to go

    There’s no construction required for the device – unless you want to add LoRa, LTE, or an SSD module, but that’s exceptionally easy – and there’s even a little demo to help you get to grips with how the interface could work. It’s powered by a 12 V~36 V barrel jack which is a more old-school standard than USB-C, but does allow for a lot more taxing components to be attached to the various ports littered around the side.

    Extra antennas are included to help increase range, which is always very handy. Fortunately, every port is also well labelled, so it is unlikely that you’ll accidentally plug an antenna into the wrong radio port.

    The demo shows that the screen is sharp, colourful, and very responsive as well. It’s programmed in Node-RED, which may not be everyone’s cup of tea, but the whole system is built upon Raspberry Pi OS, so you can create an interface in any language that Raspberry Pi/Linux can support. So, all of them.

    Biggest fan

    It’s a very nice piece of kit and very flexible thanks to its wide array of connectivity and Raspberry Pi base. Unlike other similar devices, it does lack physical buttons as standard, so everything will have to be touchscreen unless some switches are added by the user. The fan is also very loud when it gets up to speed, which may not matter for some noisy industrial environments, but was very distracting in a quieter setting. Still, it’s a robust and very capable device. The acrylic plates are incredibly strong and everything else is very sturdily constructed too. You also could easily create a 3D-printed case for it, if the need arose.

    Verdict

    8/10

    A great piece of kit at a good price that is stronger than it looks, although it does have its own minor quirks.

    Price

    £148/$180

    Specs

    SoC: Raspberry Pi Compute Module 4 with 4GB RAM

    Display: 7˝ IPS LCD, 1024 × 600, 5-point capacitive touch

    Wireless connectivity: Wi-Fi, BLE 5.0, GPS, LoRa (with expansion), LTE (with expansion)

    Wired connectivity: GPIO, Relay, DO, DI, CAN, RS485, ADC, RS232, USB-C, USB 2.0, Gigabit Ethernet, HDMI, 3.5 mm headphone jack, TF card, SIM card, CSI (for camera)

  • Wired for success: Inspiring the next generation of women in science

    Wired for success: Inspiring the next generation of women in science

    Reading Time: 3 minutes

    Did you know that it’s International Day of Women and Girls in Science on February 11th, 2025? To celebrate this global event, we’re shining a light on the efforts to make STEM more accessible, inclusive, and inspiring for future generations. Let’s dive in!

    Mind the gap: gender representation in STEM 

    Science and technology have made huge leaps forward in recent years. Yet, according to UNESCO, women still make up just 35% of STEM graduates – a figure that has remained unchanged for the past decade.

    According to Dr. Erica Colón, founder of Nitty Gritty Science, one major issue is the lack of visible female role models. “If you were to ask children to draw a scientist, many would draw a man,” she told Arduino. From textbooks to posters, Erica says STEM careers are often portrayed as male-dominated, making it harder for young girls to see themselves in these roles. 

    Additionally, many students don’t even know about the exciting opportunities available in tech because these careers aren’t widely discussed in schools. But we can change that narrative.

    At Arduino, we’re committed to making STEM education accessible to everyone – regardless of their gender, race, background, or experience. And we’re not alone…

    Breaking down barriers: how educators and organizations are driving change

    Educators and organizations worldwide are working hard to reshape STEM education and make it more inclusive.

    One champion of this movement is Nathalie Duponsel, a doctoral candidate in Educational Technology at Concordia University in Montreal, Canada, and a certified primary school teacher. In this video, Natalie explains why Arduino’s open-source platform is key to lowering cost barriers and improving access to technology. “It also gives students real-world examples to work on, which is great for improving their skill sets and brings them around to this maker mindset,” she notes.

    Another initiative making a real impact is Arduino4Her, a training project for girls in Ghana hosted by MakerSpaceGH. This popular project equips young women with hands-on skills in Arduino technology, electronics, and programming through interactive workshops and inspiring presentations. The energy is always electric and it’s incredible to see so many young women embracing tech, creating bold new ideas, and challenging STEM stereotypes.

    How you can make a difference

    Want to inspire more girls to pursue a career in STEM? Whether you’re an educator, parent, or someone who wants to be part of the change, here’s how you can help:

    • Ignite a love of STEM early on – STEM skills should be nurtured from a young age. It’s never too early to encourage hands-on play and learning activities that spark curiosity, problem-solving, and creativity. For example, block-based coding with the Arduino Alvik robot (currently on sale until February 19th, 2025!) provides a fun route into coding and robotics for kids as young as seven.
    • Integrate hands-on tech projects – Integrating hands-on and interactive tools like the Plug and Make Kit, the Alvik robot or the Student Kit is a great way to introduce all students to key STEM areas. Who knows, you might even spark a lifelong passion or inspire the next Rosalind Franklin!
    • Highlight female role models – Share the stories of women in STEM – past and present – to help girls see what’s possible. Need inspiration? Check out this blog post, where we honor six trailblazing women whose contributions to science were overlooked.
    • Create supportive learning environments – Building an encouraging community is key. Whether through clubs, mentorship programs, or events like Arduino Days or Arduino4Her, girls need safe spaces where they can explore and excel in STEM.
    • Advocate for inclusive STEM education – Push for curriculum changes that showcase the contributions of women and minorities in science and technology. “As a teacher, all you can do is put that information out there and make your students aware that they can do anything,” says Dr. Erica Colón. “We have to keep encouraging and showing different roles that they can do.”

    On this International Day of Women and Girls in Science, let’s take action to empower, inspire, and break barriers. The future of STEM belongs to everyone!

    The post Wired for success: Inspiring the next generation of women in science appeared first on Arduino Blog.

    Website: LINK

  • Teaching AI safety: Lessons from Romanian educators

    Teaching AI safety: Lessons from Romanian educators

    Reading Time: 6 minutes

    This blog post has been written by our Experience AI partners in Romania, Asociatia Techsoup, who piloted our new AI safety resources with Romanian teachers at the end of 2024.

    Last year, we had the opportunity to pedagogically test the new three resources on AI safety and see first-hand the transformative effect they have on teachers and students. Here’s what we found.

    Students in class.

    Romania struggles with the digital skills gap

    To say the internet is ubiquitous in Romania is an understatement: Romania has one of the fastest internets in the world (11th place), an impressive mobile internet penetration (86% of the population), and Romania is leading Central and Eastern Europe in terms of percentage of population that is online (89% of the entire population). Unsurprisingly, most of Romania’s internet users are also social media users. 

    When you combine that with recent national initiatives, such as

    • The introduction of Information Technology and Informatics in the middle-school curriculum in 2017 as a compulsory subject
    • A Digital Agenda as a national strategy since 2015 
    • Allocation of over 20% of its most recent National Recovery and Resilience Fund for digital transition

    one might expect a similar lead in digital skills, both basic and advanced.

    But only 28% of the population, well below the 56% EU average, and just 47% of young people between 16 and 24 have basic digital skills — the lowest percentage in the European Union. 

    Findings from the latest International Computer and Information Literacy Study (ICILS, 2023)  underscore the urgent need to improve young people’s digital skills. Just 4% of students in Romania were scored at level 3 of 4, meaning they can demonstrate the capacity to work independently when using computers as information gathering and management tools, and are able, for example, to recognise that the credibility of web‐based information can be influenced by the identity, expertise, and motives of the people who create, publish, and share it.

    Students use a computer in class.

    Furthermore, 33% of students were assessed as level 1, while a further 40% of students did not even reach the minimum level set out in the ICILS, which means that they are unable to demonstrate even basic operational skills with computers or an understanding of computers as tools for completing simple tasks. For example, they can’t use computers to perform routine research and communication tasks under explicit instruction, and can’t manage simple content creation, such as entering text or images into pre‐existing templates.

    Why we wanted to pilot the Experience AI safety resources

    Add AI — and particularly generative AI — to this mix, and it spells huge trouble for educational systems unprepared for the fast rate of AI adoption by their students. Teachers need to be given the right pedagogical tools and support to address these new disruptions and the AI-related challenges that are adding to the existing post-pandemic ones.

    This is why we at Asociația Techsoup have been enthusiastically supporting Romanian teachers to deliver the Experience AI curriculum created by the Raspberry Pi Foundation and Google DeepMind. We have found it to be the best pedagogical support that prepares students to fully understand AI and to learn how to use machine learning to solve real-world problems.

    Testing the resources

    Last year, we had the opportunity to pedagogically test the new three resources on AI Safety and see first-hand the transformative effect they have on teachers and students.

    Students in class.

    We worked closely with 8 computer science teachers in 8 Romanian schools from rural and small urban areas, reaching approximately 340 students between the ages of 13 and 18.

    Before the teachers used the resources in the classroom, we worked with them in online community meetings and one-to-one phone conversations to help them review the available lesson plans, videos, and activity guides, to familiarise themselves with the structure, and to plan how to adapt the sessions to their classroom context. 

    In December 2024, the teachers delivered the resources to their students. They guided students through key topics in AI safety, including understanding how to protect their data, critically evaluating data to spot fake news, and how to use AI tools responsibly. Each session incorporated a dynamic mix of teaching methods, including short videos and presentations delivering core messages, unplugged activities to reinforce understanding, and structured discussions to encourage critical thinking and reflection. 

    Gathering feedback from users

    We then interviewed all the teachers to understand their challenges in delivering such a new curriculum and we also observed two of the lessons. We took time to discuss with students and gather in-depth feedback on their learning experiences, perspectives on AI safety, and their overall engagement with the activities, in focus groups and surveys.

    Feedback gathered in this pilot was then incorporated into the resources and recommendations given to teachers as part of the AI safety materials.

    Teachers’ perspectives on the resources

    It became obvious quite fast for both us and our teachers that the AI safety resources cover a growing and unaddressed need: to prepare our students for the ubiquitous presence of AI tools, which are on the road to becoming as ubiquitous as the internet itself.

    A teacher and students in class.

    Teachers evaluated the resources as very effective, giving them the opportunity to have authentic and meaningful conversations with their students about the world we live in. The format of the lessons was engaging — one of the teachers was so enthusiastic that she actually managed to keep students away from their phones for the whole lesson. 

    They also appreciated the pedagogical quality of the resources, especially the fact that everything is ready to use in class and that they could access them for free. In interviews, they also appreciated that they themselves also learnt a lot from the lessons:

    “For me it was a wake-up call. I was living in my bubble, in which I don’t really use these tools that much. But the world we live in is no longer the world I knew. … So such a lesson also helps us to learn and to discover the children in another context, – Carmen Melinte, a computer science teacher at the Colegiul Național Grigore Moisil in the small city of Onești, in north-east Romania, one of the EU regions with the greatest poverty risk.

    What our students think about the resources

    Students enjoyed discussing real-world scenarios and admitted that they don’t really have adults around whom they can talk to about the AI tools they use. They appreciated the interactive activities where they worked in pairs or groups and the games where they pretended to be creators of AI apps, thinking about safety features they could implement:

    “I had never questioned AI, as long as it did my homework,” said one student in our focus groups, where the majority of students admitted that they are already using large language models (LLMs) for most of their homework.

    “I really liked that I found out what is behind that ‘Accept all’ and now I think twice before giving my data,” – Student at the end of the ‘Your data and AI’ activities.

    “Activities put me in a situation where I had to think from the other person’s shoes and think twice before sharing my personal data,” commented another student.

    Good starting point

    This is a good first step: there is an acute need for conversations between young people and adults around AI tools, how to think about them critically, and how to use them safely. School is the right place to start these conversations and activities, as teachers are still trusted by most Romanian students to help them understand the world.

    Students use a computer in class.

    But to be able to do that, we need to be serious about equipping teachers with pedagogically sound resources that they can use in class, as well as training them, supporting them, and making sure that most of their time is dedicated to teaching, and not administration. It might seem a slow process, but it is the best way to help our students become responsible, ethical and accountable digital citizens.

    We are deeply grateful to the brave, passionate teachers in our community who gave the AI safety resources a try and of course to our partners at the Raspberry Pi Foundation for giving us the opportunity to lead this pilot.

    If you are a teacher anywhere in the world, give them a try today to celebrate Safer Internet Day: rpf.io/aisafetyromania

    Website: LINK

  • Gustavo Reynaga: Inspiring the next generation of makers with MicroPython

    Gustavo Reynaga: Inspiring the next generation of makers with MicroPython

    Reading Time: 3 minutes

    If you’re a fan of open-source technology, Gustavo Salvador Reynaga Aguilar is a name to know. An experienced educator with a passion for technology, Gustavo has spent nearly three decades teaching and inspiring students at CECATI 132 in Mexico. He’s worked with platforms like Arduino, Raspberry Pi, and BeagleBone, and is renowned for projects such as the OSHWi Octopus Badge, a creative electronic badge shared openly on GitHub.

    At the core of his work is a commitment to making technology accessible and empowering others to innovate – a philosophy that aligns perfectly with Arduino’s mission!

    Making connections at Pycon Latam

    At Pycon Latam 2024, held in Mazatlán, Sinaloa, Gustavo led the workshop “Primer Contacto con MicroPython” (which can be loosely translated as “MicroPython: First Contact”), introducing attendees to the power of MicroPython for programming microcontrollers. The session demonstrated how hardware and software can come together seamlessly with tools like the Arduino Nano RP2040 Connect (on sale for our Saint Valentine’s special until February 19th, 2025!) and Arduino Lab for MicroPython.

    The workshop was a hit among software developers, many of whom were impressed by the ease of implementing IoT and embedded solutions using Arduino and MicroPython. Gustavo’s approachable style and passion for teaching left a lasting impression, making the complex world of microcontrollers accessible to all.

    For those who missed his workshop, Gustavo is sharing the MicroPython manual he distributed at Pycon Latam on his GitHub account! This free resource is perfect for anyone looking to dive into MicroPython and start building their own projects. You can find it here.

    Why MicroPython matters

    MicroPython, a lightweight version of Python 3, has become increasingly popular in recent years, particularly for IoT applications. Its simplicity and efficiency make it an ideal choice for embedded systems, which combine hardware and software to perform specific tasks. 

    For makers and developers, MicroPython offers:

    • Ease of use: A simple syntax that’s perfect for anyone – beginners or not!
    • Versatility: Compatibility with various microcontrollers and IoT platforms.
    • Community-driven innovation: As an open-source language, it benefits from continuous development and shared resources.

    Gustavo’s workshop underscored these advantages, showing attendees how to program microcontrollers, manage GPIO pins, and connect to IoT platforms – all while using accessible, open-source tools. 

    And to make your life even easier, we’ve recently streamlined the entire process of installing libraries and managing MicroPython code on your Arduino boards by releasing the MicroPython Package Installer!

    Stay inspired by Gustavo’s open-source expertise

    Gustavo is not only a talented educator but also a powerful advocate for the open-source community. With more workshops planned for 2025 and beyond, his work continues to inspire makers and developers around the world.

    Follow him on X, GitHub, LinkedIn, and YouTube, or explore his projects on gustavoreynaga.com. Whether you’re just starting out or looking to deepen your expertise, Gustavo is a fantastic resource and an inspiring example of how open-source technology can transform education and innovation.

    The post Gustavo Reynaga: Inspiring the next generation of makers with MicroPython appeared first on Arduino Blog.

    Website: LINK

  • WOPR

    WOPR

    Reading Time: 2 minutes

    What’s inside?

    • Raspberry Pi 4

    • Raspberry Pi Touch Display 2

    • 5 V / 30 A power supply

    • 615 Adafruit NeoPixels

    • Bluetooth speaker

    A script runs on boot, which twinkles the NeoPixels in the traditional 1980s supercomputer colours: yellow and red.

    Another script can be run to play a short clip from the film WarGames on the Touch Display 2 screen, explaining the WOPR. At the press of a button on the Touch Display, our faux WOPR also parrots famous lines from the film, such as: “Shall we play a game?” and “How about a nice game of chess?”

    For those who wish to linger a little longer in the Maker Lab, Toby devised a game in which clips from 1980s films and music videos flash (a little too fast, in our opinion) up on the screen, with your job being to enthusiastically shout out where each clip is from.

    Authentic enclosure

    The body of the WOPR is a combination of 3D-printed plastics and laser-cut MDF painted in industrial grey, with Cricut silver lettering on the side. Everything is glued together, and a great deal of sanding was required to make it appear as though it is a sleek and very fancy contraption from the future.

  • UNESCO’s International Day of Education 2025: AI and the future of education

    UNESCO’s International Day of Education 2025: AI and the future of education

    Reading Time: 6 minutes

    Recently, our Chief Learning Officer Rachel Arthur and I had the opportunity to attend UNESCO’s International Day of Education 2025, which focused on the role of education in helping people “understand and steer AI to better ensure that they retain control over this new class of technology and are able to direct it towards desired objectives that respect human rights and advance progress toward the Sustainable Development Goals”.

    How teachers continue to play a vital role in the future of education

    Throughout the event, a clear message from UNESCO was that teachers have a very important role to play in the future of education systems, regardless of the advances in technology — a message I find very reassuring. However, as with any good-quality debate, the sessions also reflected a range of other opinions and approaches, which should be listened to and discussed too. 

    With this in mind, I was interested to hear a talk by a school leader from England who is piloting the first “teacherless” classroom. They are trialling a programme with twenty Year 10 students (ages 14–15), using an AI tool developed in-house. This tool is trained on eight existing learning platforms, pulling content and tailoring the learning experience based on regular assessments. The students work independently using an AI tool in the morning, supported by a learning mentor in the classroom, while afternoons focus on developing “softer skills”. The school believes this approach will allow students to complete their GCSE exams in just one year instead of two, seeing it as a solution to the years of lost learning caused by lockdowns during the coronavirus pandemic.

    Whilst they were reporting early success in this approach, what occurred to me during the talk was the question of how we can decide if this approach is the right one. The results might sound attractive to school leaders, but do we need a more rounded view of what education should look like? Whatever your views on the purpose of schools, I suspect most people would agree that they serve a much greater purpose than just achieving the top results. 

    Whilst AI tools may be able to provide personalised learning experiences, it is crucial to consider the role of teachers in young people’s education. If we listed the skills required for a teacher to do their job effectively, I believe we would all reach the same conclusion: teachers play a pivotal role in a young person’s life — one that definitely goes beyond getting the best exam results. According to the Educational Endowment Foundation, high-quality teaching is the most important lever schools have on pupil outcomes. 

    “Quality education demands quality educators” – Farida Shaheed, United Nations Special Rapporteur on the Right to Education

    Also, at this stage in AI adoption, can we be sure that this use of AI tools isn’t disadvantageous to any students? We know that machine learning models generate biased results, but I’m not aware of research showing that these systems are fair to all students and do not disadvantage any demographic. An argument levelled against this point is that teachers can also be biased. Aside from the fact that systems have a potentially much larger impact on more students than any individual teacher, I worry that this argument leads to us accepting machine bias, rather than expecting the highest of standards. It is essential that providers of any educational software that processes student data adhere to the principles of fairness, accountability, transparency, privacy, and security (FATPS).

    How can the agency of teachers be cultivated in AI adoption?

    We are undeniably at a very early stage of a changing education landscape because of AI, and an important question is how teachers can be supported. 

    “Education has a foundational role to play in helping individuals and groups determine what tasks should be outsourced to AI and what tasks need to remain firmly in human hands.” – UNESCO 

    I was delighted to have been invited to be part of a panel at the event discussing how the agency of teachers can be cultivated in AI adoption. The panel consisted of people with different views and expertise, but importantly, included a classroom teacher, emphasising the importance of listening to educators and not making decisions on their behalf without them. As someone who works primarily on AI literacy education, my talk was centred around my belief that AI literacy education for teachers is of paramount importance. 

    Having a basic understanding of how data-driven systems work will empower teachers to think critically and become discerning users, making conscious choices about which tools to use and for what purpose. 

    For example, while attending the Bett education technology exhibition recently, I was struck by the prevalence of education products that included the use of AI. With ever more options available, we need teachers to be able to make informed choices about which products will benefit and not harm their students. 

    “Teachers urgently need to be empowered to better understand the technical, ethical and pedagogical dimensions of AI.” – Stefania Giannini, Assistant Director-General for Education, UNESCO, AI competency framework for teachers

    A very interesting paper released recently showed that individuals with lower AI literacy levels are more receptive towards AI-powered products and services. In short, people with higher literacy levels are more aware of the capabilities and limitations of AI systems. Perhaps this doesn’t mean that people with higher AI literacy levels see all AI tools as ‘bad’, but maybe that they are more able to think critically about the tools and make informed choices about their use. 

    UN Special Rapporteur highlights urgent education challenges

    For me, the most powerful talk of the day came from Farida Shaheed, the United Nations Special Rapporteur on the Right to Education. I would urge anyone to listen to it (a recording is available on YouTube — the talk begins around 2:16:00). 

    The talk included many facts that helped to frame some of the challenges we are facing. Ms Shaheed stated that “29% of all schools lack access to basic drinking water, without which education is not possible”. This is a sobering thought, particularly when there is a growing narrative that AI systems have the potential to democratise education. 

    When speaking about the AI tools being developed for education, Ms Shaheed questioned who the tools are for: “It’s telling that [so very few edtech tools] are developed for teachers. […] Is this just because teachers are a far smaller client base or is it a desire to automate teachers out of the equation?”

    I’m not sure if I know the answer to this question, but it speaks to my worry that the motivation for tech development does not prioritise taking a human-centred approach. We have to remember that as consumers, we do have more power than we think. If we do not want a future where AI tools are replacing teachers, then we need to make sure that there is not a demand for those tools. 

    The conference was a fantastic event to be part of, as it was an opportunity to listen to such a diverse range of perspectives. Certainly, we are facing challenges, but equally, it is both reassuring and exciting to know that so many people across the globe are working together to achieve the best possible outcomes for future generations. Ms Shaheed’s concluding message resonated strongly with me:

    “[Share good practices], so we can all move together in a co-creative process that is inclusive of everybody and does not leave anyone behind.” 

    As always, we’d love to hear your views — you can contact us here.

    Website: LINK

  • Wie Candy Crush Solitaire einem Klassiker neues Leben einhaucht

    Wie Candy Crush Solitaire einem Klassiker neues Leben einhaucht

    Reading Time: 4 minutes

    Candy Crush Saga gehört zu den beliebtesten Spielen der Neuzeit. Hunderte Millionen Spieler*innen nutzen es zur Entspannung und haben sich vom fesselnden „nur noch eine Runde“-Ansatz in den Bann ziehen lassen. Das Gleiche könnte man über den Casual-Gaming-Klassiker Microsoft Solitaire sagen. Seit 1990 auf Windows PCs enthalten, war es für viele von uns der erste Berührungspunkt mit dem beliebten Solokartenspiel.

    Dass mit Candy Crush Solitaire für iOS- und Android-Geräte heute eine Kombination aus der lebendigen Optik und der beliebten Spielmechanik von Candy Crush sowie dem anhaltenden Reiz von Solitaire veröffentlicht wird, ist also ein logischer Schritt.

    „Wir sahen die Chance, zwei zeitlose Spiele zu kombinieren: Candy Crush Saga und Solitaire. Beide bieten eine angenehme Balance zwischen Entspannung und Herausforderung“, erklärt Marta Cortinas, Executive Producer bei King. „Ausführliche Recherchen und Tests haben gezeigt, dass eine starke Nachfrage nach einem Produkt besteht, das strategisches Kartenspiel mit ansprechender Grafik und kreativen Mechanismen kombiniert. Das Ziel war es, ein neues, fesselndes Erlebnis zu schaffen, das die strategische Tiefe von Solitaire beibehält und gleichzeitig das lebendige und belohnende Gameplay von Candy Crush Saga bietet. Der erste Schritt bestand darin, die richtige Art von Solitaire-Gameplay zu finden, die am besten zum Candy Crush-Erlebnis passt.“

    [youtube https://www.youtube.com/watch?v=Mt_w50yqqAg?feature=oembed&w=500&h=281]

    Im Gegensatz zum vielleicht bekannteren Klondike-Solitaire basiert Candy Crush Solitaire jedoch auf einer anderen Variante, die als TriPeaks bekannt ist.

    „TriPeaks Solitaire unterscheidet sich von Klondike dadurch, dass man sich mehr darauf konzentriert, ein Spielbrett abzuräumen, indem man Karten in aufsteigender oder absteigender Reihenfolge ausspielt, als Farben zu legen“, erklärt Cortinas. „Das bedeutet, dass sich die Spieler*innen auf strategische Entscheidungen konzentrieren können, ohne durch die Eigenschaften der Karte eingeschränkt zu sein. Es war die richtige Wahl für Candy Crush Solitaire, weil es ein schnelleres, intuitiveres Spielerlebnis ermöglicht, das dem „Pick-up-and-Play“-Charakter der Candy Crush-Reihe entspricht.

    „Die Spielmechanik bietet eine großartige Mischung aus Strategie und Progression. Das ist vergleichbar mit der Mechanik, wie die Spieler*innen in Candy Crush-Levels vorankommen. Von dort aus haben wir die charakteristischen Candy Crush Saga-Elemente, bunte Booster, ein aktivierendes Fortschrittssystem und sammelbare Belohnungen eingebaut.“

    Candy Crush-Fans werden diese Elemente sofort vertraut sein. Die Farbbombe und der Lutscherhammer aus Saga tauchen hier auf, um Dir zu helfen. Hindernisse in Deinem Spiel werden (natürlich) mit Süßigkeiten dargestellt und Candy Crush-Charaktere tauchen auf dem Weg auf und nehmen Dich zum ersten Mal mit auf ein Abenteuer außerhalb des Candy Kingdom.

    „Das Fortschrittssystem in Candy Crush Solitaire soll sich genauso belohnend anfühlen wie in anderen Candy Crush-Spielen“, sagt Cortinas. „Die Spielerinnen kommen voran, indem sie Level abschließen und Postkarten von verschiedenen Orten auf der ganzen Welt freischalten, was dem Spiel ein Sammel-Element hinzufügt. Außerdem haben wir die ‚Hold Slot‘-Mechanik eingeführt, die es den Spielerinnen ermöglicht, eine Karte für eine spätere Verwendung strategisch beiseitezulegen. Das stellt eine weitere Ebene des Fortschritts und der Planung dar. Wir haben den gleichen Plan für Candy Crush Solitaire – wie bei unseren anderen Live-Spielen – jede Woche neue Levels hinzuzufügen und sie immer weiter zu optimieren.“

    Das Team von King ist nicht nur bestrebt, neue Levels zu entwicklen, sondern das Spiel auf der Grundlage des Community-Feedbacks zu optimieren, neue Spielmechanismen einzuführen und die Dinge mit saisonalen Ereignissen, Herausforderungen und Belohnungen in Bewegung zu halten. Solitaire mag ein statisches Spiel sein, aber Candy Crush Solitaire wird das sicher nicht sein.

    Das erste neue Candy Crush-Spiel seit 2018 ist etwas, auf das King sehr stolz ist und auf dessen Veröffentlichung sich das Studio sehr freut. Warum wurde dieses Spiel ausgewählt, um das Franchise fortzusetzen?

    „Wir bringen nur dann ein neues Spiel heraus, wenn wir glauben, dass wir etwas wirklich Besonderes zu bieten haben“, schwärmt Cortinas. „Unser Geschäft basiert auf Testen und Lernen. So stellen wir sicher, dass die Erfahrung, die wir unseren Spieler*innen bieten, die beste ist, die wir liefern können. Das Solitaire-Genre ist im Wachstum begriffen, und unsere Untersuchungen haben gezeigt, dass sowohl Candy Crush-Spieler*innen als auch Solitaire-Fans großes Interesse an einem Spiel haben, das das Beste aus beiden Welten vereint. Nach ausgiebigen Tests und Verfeinerungen haben wir festgestellt, dass Candy Crush Solitaire das Potenzial hat, eine sinnvolle und fesselnde Ergänzung der Franchise zu sein.“

    Umso schöner ist es, dass King jetzt zu Microsoft gehört, der Heimat der Solitaire-Version, die viele zum ersten Mal gespielt haben. In vielerlei Hinsicht ist dieses Spiel also die Fortsetzung von zwei Spiellinien.

    Candy Crush Solitaire ist ab heute für iOS- und Android-Geräte erhältlich.

    Website: LINK

  • Tecnoseta revives the silk industry with open-source innovation

    Tecnoseta revives the silk industry with open-source innovation

    Reading Time: 3 minutes

    The silk industry has a rich history in Italy, but modern challenges have brought this centuries-old tradition to the brink of decline. Once a cornerstone of the rural economy in Italy, with a strong presence in Zagarolo, Rome, silk production has dwindled in the country due to industrial developments, synthetic fibers’ growing popularity, and fierce price competition from foreign exporters. Enter Tecnoseta, a small startup founded in 2019 with a bold mission: to rebuild and innovate the silk production chain, making it 100% Made in Italy.

    F:\WEB SITE\ECOMUSEO_SITO.IT\Foto\Baco2.jpgBaco2

    By combining traditional silk production expertise with modern Industry 4.0 technology, Tecnoseta’s founders have envisioned a sustainable, modular system to produce high-quality Italian silk. Their goals include not only manufacturing efficient, high-tech machinery but also revitalizing rural communities and offering hope to younger generations by creating local job opportunities. 

    F:\TECNOSETA SRL\FOTO\1. LINEA ALAMO Maceratore_Aspo_ Rereeling\20231027_102142 Baneasa.jpg20231027_102142 Baneasa

    “We’ve grown alongside Arduino. As the platform evolved, we were ready to seize the new possibilities.” – Maddalena Mariani, co-founder and CEO of Tecnoseta

    F:\TECNOSETA SRL\FOTO\PEXP1193_Moment.jpgPEXP1193_Moment

    Tecnoseta turned to Arduino’s accessible and reliable technology to bring their vision to life. Thanks to our open-source platform, their in-house team has developed a modular line of high-performance machinery tailored for each step of silk production, including reeling, re-reeling, twisting, and spooling.

    Using the Arduino Nano Every and Nano 33 IoT, they implemented automated processes and sensor-based monitoring across their specialized equipment. This allows for real-time fault detection, such as alerting operators when a silk thread breaks. This innovation drastically reduces downtime and improves efficiency, even for small-scale production.  

    F:\TECNOSETA SRL\FOTO\Claudio al torcitoio 2.jpgClaudio al torcitoio 2

    The modularity of Tecnoseta’s system means clients can scale operations according to their needs, from artisanal to industrial. The machines are also designed to integrate with renewable energy sources like solar panels, reflecting a strong commitment to sustainability.

    F:\TECNOSETA SRL\FOTO\PROFESSIONALI\Pollon_Aspo Maceratore Seta\DSC00284.jpgDSC00284

    Now the company is looking to the future, exploring ways to enhance their machinery with advanced sensors for predictive maintenance. 

    Leveraging tools like Arduino Cloud and the Opta micro PLC, Tecnoseta plans to collect data from the machines to monitor their performance and quickly intervene remotely in case of any issues, ensuring even greater reliability and precision. As their technology evolves, the company’s mission remains rooted in their heritage: combining cutting-edge innovation with traditional craftsmanship to create a sustainable future for the Italian silk industry.

    F:\TECNOSETA SRL\FOTO\Bachi da Seta prima e dopo imbozzolamento\bachi\20200616_201007.jpg20200616_201007

    Tecnoseta is now working within an agritech framework, to develop high-tech architectures and AI models for the automated management of silkworm breeding. “By supporting the transition of Italy’s sericulture to truly modern standards, we aim to have a positive impact on the local territory by attracting highly specialized professionals. What’s more, it will add to Italy’s competitive edge while making the supply chain more efficient and sustainable,” says Maddalena Mariani, co-founder and CEO. 

    The post Tecnoseta revives the silk industry with open-source innovation appeared first on Arduino Blog.

    Website: LINK

  • The latest AI news we announced in JanuaryThe latest AI news we announced in January

    The latest AI news we announced in JanuaryThe latest AI news we announced in January

    Reading Time: < 1 minute

    We announced that Google Cloud’s Automotive AI Agent is arriving for Mercedes-Benz. Google Cloud unveiled Automotive AI Agent, a new way for automakers to create helpful agentic experiences for drivers. Mercedes-Benz is among the first automakers planning to implement the product, which goes beyond current vehicle voice control to allow people to have natural conversations and ask queries while driving, like “Is there an Italian restaurant nearby?”

    We shared five ways NotebookLM Plus can help your business. NotebookLM is a tool for understanding anything — including synthesizing complex ideas buried in deep research. This month we made our premium NotebookLM Plus available in more Google Workspace plans to help businesses and their employees with everything from sharing team notebooks and centralizing projects, to streamlining onboarding and making learning more engaging with Audio Overviews.

    We announced new AI tools to help retailers build gen AI search and agents. The National Retail Federation kicked off the year with their annual NRF conference, where Google Cloud showed how AI agents and AI-powered search are already helping retailers operate more efficiently, create personalized shopping experiences and use AI to get the latest products and experiences to their customers.

    Website: LINK

  • Build an e-paper weather display and message board using Arduino Cloud

    Build an e-paper weather display and message board using Arduino Cloud

    Reading Time: 2 minutes

    If you haven’t yet experimented with the Arduino Cloud, then you may not be aware of how powerful it is for Internet of Things (IoT) applications. Using the service and its online tools, you can quickly build and deploy smart IoT devices — often with little or no custom code required. Rei Vilo’s Remote E-Paper Weather and Message Board perfectly demonstrates how you can accomplish that.

    This device shows current weather information and custom messages on a Pervasive Displays E-Paper Development Kit for Matter’s 2.9″ screen. Though that was designed for use with the Arduino Nano Matter, is also works with others, including the Nano ESP32 that Vilo chose for this project. Like all e-paper displays, it only consumes power when refreshing the screen. And the adapter makes it easy to connect to the Arduino board.

    The hardware setup is very straightforward: just connect the Arduino to the display adapter and plug in a USB cable for power. Most of Vilo’s tutorial focuses on configuring an Arduino Cloud service and setting up the Nano ESP32 to work with that. 

    This showcases the real power of Arduino Cloud, which is its ability to automatically generate sketches to make use of hardware and specified variables. For example, Vilo didn’t need to explicitly program functions to gather the weather data. The Arduino Cloud service automatically passes that data over Wi-Fi to the Nano ESP32, which then updates the display with the new information. Arduino Cloud also provides a nice online dashboard where users can interact with their devices, such as to enter a custom message.

    The post Build an e-paper weather display and message board using Arduino Cloud appeared first on Arduino Blog.

    Website: LINK

  • Control your Raspberry PI GPIO with Arduino Cloud using Node.js | Part III

    Control your Raspberry PI GPIO with Arduino Cloud using Node.js | Part III

    Reading Time: 6 minutes

    As a Node.js developer, you’re probably eager to put your JavaScript skills to work beyond the browser or server, diving into the world of hardware control with Raspberry Pi GPIOs. If that’s the case, you’re in the right place!

    This article is the third part of our series, following  A guide to visualize your Raspberry Pi data on Arduino Cloud | Part I and the Python-focused Control your Raspberry Pi GPIO in Arduino Cloud using Python | Part II, which introduced GPIO management. Now, it’s time to explore how Node.js can be your gateway to controlling Raspberry Pi GPIOs, a foundational task in IoT development. Whether you’re toggling LEDs, reading sensors, or controlling relays, Node.js offers the tools and flexibility to make it happen seamlessly.

    But IoT isn’t just about managing hardware locally. True IoT projects require remote dashboards that let you visualize real-time and historical data, and control devices from anywhere. With Arduino Cloud, you can do all of this with ease.

    Let’s dive in and see how you can take your IoT skills to the next level with Node.js and the Arduino Cloud!

    Raspberry Pi basic GPIO setup

    In this article, we present a straightforward yet comprehensive example to demonstrate the power of Arduino Cloud. You’ll learn how to use an Arduino Cloud dashboard to remotely control and monitor your Raspberry Pi’s digital GPIOs. Specifically, we’ll cover how to:

    • Turn an LED connected to your Raspberry Pi on and off.
    • Detect when a push button connected to your Raspberry Pi is pressed.
    • Visualize the real-time and historical values of an integer variable.

    To get started, let’s connect an LED and a push button to your Raspberry Pi as illustrated in the diagram below.

    It’s a very simple setup. Now that we have everything ready, let’s get started!

    Create the Device and Thing in Arduino Cloud

    To send your Raspberry Pi data to Arduino Cloud, you have to follow these simple steps:

    1. Set up an Arduino Cloud account if you didn’t have one before.
    2. Create your device as a Manual device.

      Note: Jot down your Device ID and Secret, as we will need them later.

      3. Create your Thing and add your variables.

        In the example shown in this blog post, we use the following three variables:

        • test_value: We will use this integer variable to show an integer value generated periodically in our Raspberry Pi application in our Arduino Cloud dashboard.
        • button: We will use this boolean variable to send the information to the Cloud when the push button is pressed.
        • led: We will use this boolean variable to switch on and off the LED from the Arduino Cloud dashboard.

        Create an Arduino Cloud dashboard for data visualization:

        • Create a switch widget (name: LED) and a LED widget (name: LED) and linke them to the led variable.
        • Create a chart widget (name: Value evolution) and a Value widget (name: Value) and link them to the test_value variable.
        • Create a Push button (name: Push Button) and a Status widget (name: Button) and link them to the button variable.

        With the dashboard, you will be able to:

        • Switch ON and OFF the LED using the switch widget
        • Visualize the status of the LED with the LED widget
        • Visualize the real time value of the variable test_value with the Value widget
        • Visualize the evolution over time of the variable test_value with the chart widget
        • Visualize on the Push Button and Button widgets when the push button has been pressed on the board

        Note: You can find more detailed information about the full process in our documentation guide.

        Program your IoT device using Node.js

        Now it’s time to develop your Node.j application.

        const gpiod = require('node-libgpiod');
const { ArduinoIoTCloud } = require('arduino-iot-js');
const { DEVICE_ID, SECRET_KEY } = require('./credentials'); // Modify these lines according to your board setup
const GPIOCHIP = 'gpiochip4';
const LED = 14; // GPIO14, Pin 8
const BUTTON = 15; // GPIO15, Pin 10 // Make sure these variables are global. Otherwise, they will not
// work properly inside the timers
chip = new gpiod.Chip(GPIOCHIP);
ledLine = chip.getLine(LED);
buttonLine = chip.getLine(BUTTON); ledLine.requestOutputMode("gpio-basic");
// To configure the pull-up bias, use 32 instead of gpiod.LineFlags.GPIOD_LINE_REQUEST_FLAG_BIAS_PULL_UP if it is undefined
buttonLine.requestInputModeFlags("gpio-basic", gpiod.LineFlags.GPIOD_LINE_REQUEST_FLAG_BIAS_PULL_UP); let client; // This function is executed every 1.0 seconds, polls the value
// of the button and sends the data to Arduino Cloud
function readButton(client) { let button = buttonLine.getValue() ? true : false; if (client) client.sendProperty("button", button); console.log("pollButton:", button);
} // This function is executed every 10.0 seconds, gets a random
// number between 0 and 100 and sends the data to Arduino Cloud
function readValue(client) { let value = Math.floor(Math.random() * 101); if (client) client.sendProperty("test_value", value); console.log("pollValue", value);
} // This function is executed each time the "led" variable changes
function onLedChanged(led) { ledLine.setValue(led ? 1 : 0); console.log("LED change! Status is: ", led);
} // Create Arduino Cloud connection
(async () => { try { client = await ArduinoIoTCloud.connect({ deviceId: DEVICE_ID, secretKey: SECRET_KEY, onDisconnect: (message) => console.error(message), }); client.onPropertyValue("led", (led) => onLedChanged(led)); } catch(e) { console.error("ArduinoIoTCloud connect ERROR", e); }
})(); // Poll Value every 10 seconds
const pollValue = setInterval(() => { readValue(client);
}, 10000); // Poll Button every 1 seconds
const pollButton = setInterval(() => { readButton(client);
}, 1000);

        Create a file called credentials.js with your Device ID and secret.

        module.exports = { DEVICE_ID: '09d3a634-e1ad-4927-9da0-dde663f8e5c6', SECRET_KEY: 'IXD3U1S37QPJOJXLZMP5' };

        This code is compatible with all Raspberry Pi models and should also work on any Linux-based machine. Just make sure to specify the correct gpiochip and configure the appropriate GPIO lines in the code snippet below:

        const GPIOCHIP = 'gpiochip4';
const LED = 14; // GPIO14, Pin 8
const BUTTON = 15; // GPIO15, Pin 10

        For more information about the project, check out the details on Project Hub. You can find the complete code and additional resources in the Github repository. Plus, don’t miss the comprehensive JavaScript + Arduino Cloud guide in the following article.

        Start with Arduino Cloud for free

        Getting your Raspberry Pi connected to Arduino Cloud with Node.js is incredibly simple. Simply create your free account, and you’re ready to get started. Arduino Cloud is free to use and comes with optional premium features for even greater flexibility and power.  

        If you’re ready to simplify data visualization and remote control for your Raspberry Pi applications using Node.js, Python, or Node-RED, Arduino Cloud is the perfect platform to explore and elevate your projects.  

        Get started with Arduino Cloud!

        The post Control your Raspberry PI GPIO with Arduino Cloud using Node.js | Part III appeared first on Arduino Blog.

        Website: LINK

      1. Community Story | Daniela, Thetford Library

        Community Story | Daniela, Thetford Library

        Reading Time: 4 minutes

        We love hearing from members of the community and sharing the stories of amazing young people, volunteers, and educators who are using their passion for technology to create positive change in the world around them.

        Daniela in a Code Club.

        When Daniela made the transition from working in retail to joining the team at Thetford Library, she never imagined that she would one day be leading a Code Club. Her manager, who had previously run the club, asked if Daniela would be interested in taking over, and although she was nervous, she was also eager to embrace the challenge and learn new skills.

        “At first, I was nervous about teaching coding, but seeing the children’s excitement made me realise it was so important, and I was learning just as much as they were.”

        The Code Club was designed to run in eight-week blocks, with a new group of children joining for each term. However, the kids loved it so much that they didn’t want to leave. Daniela, with her growing passion for coding and mentoring, welcomed the children to attend as often as they wanted, with some children, including one particularly enthusiastic young creator, attending every session. This continuity allowed the children to delve deeper into the world of coding, learning in a different way to what they were used to at school.

        Inspiring young coders through creativity

        One of the key things that Daniela has found resonates most with the children is the combination of creativity and coding. She encourages the kids to draw and plan their projects first, which makes the process more engaging and accessible to all of the young people who want to attend. The freedom to be creative is something that she feels is crucial, especially when compared to the more structured and rigid environment of school curriculums. This approach has been particularly rewarding for one young girl in the club who insists on planning and drawing her own characters and backgrounds for all of her projects.

        “Coding isn’t just about writing lines of code — it’s about storytelling, problem solving, and imagining what’s possible.”

        Students in a Code Club.

        Astro Pi: giving young people the confidence to dream big

        Daniela’s journey into coding took a significant leap when she decided to explore the Astro Pi challenge, a project that involves writing code to run on Astro Pi computers aboard the International Space Station. Despite her initial nerves about diving into Python, a more advanced programming language than she had tried at the club previously, she was blown away by the possibilities it opened up. When telling the children, she almost felt that she was more excited at the prospect of them trying out real space science than them. But once she showed them some examples, the buzz was infectious and the sessions ran far smoother than she could have hoped. Daniela’s tip for trying Astro Pi for the first time? Find a fellow mentor to help you along the way and dream big.

        “I never imagined we’d be working on space science at our library. Introducing children to coding early isn’t just about technology; it’s about giving them the confidence to dream big and think differently.”

        Thetford Library

        The success of the Code Club at Thetford Library is part of a broader initiative by Norfolk Libraries to provide digital skills to the community. They are committed to offering resources and opportunities for people of all ages to engage with technology. From their Digital Week, which focuses on improving digital literacy, to offering mentorship for adults learning to navigate the digital world, Norfolk Libraries is working hard to bridge the digital divide.

        Benefits of volunteering at a Code Club 

        For Daniela, the importance of introducing children to coding at an early age is not something she thought would become a passion for her when moving careers. She sees firsthand how these skills empower the children, giving them confidence and opening up future career opportunities. 

        “Code Club has shown me that stepping outside your comfort zone is where the real growth happens. Both for me and the kids!”

        A mentor is helping a student in class.

        It’s this combination of creativity, learning, and the sheer joy of discovery that keeps Daniela passionate about running the Code Club, and why she continues to welcome every eager child who walks through the door.

        Inspire young people in your community

        If you are interested in encouraging your child to explore coding, take a look at the free coding project resources we have available to support you. If you would like to set up a Code Club for young people in your community, or attend one, head to codeclub.org for information and support.

        Website: LINK

      2. Welcoming ControlSI to the Arduino Pro System Integrators Partnership Program!

        Welcoming ControlSI to the Arduino Pro System Integrators Partnership Program!

        Reading Time: 2 minutes

        We’re thrilled to announce the latest member of our System Integrators Partnership Program (SIPP): ControlSI, based in Peru, is well known for their expertise in Industry 4.0 solutions – including industrial automation, operational intelligence, data analytics, computer vision, and edge AI – and brings a wealth of knowledge and innovation to the Arduino ecosystem.

        This partnership is a game-changer, combining Arduino Pro’s reliable and flexible hardware with ControlSI’s advanced cyber-physical systems integration. Together, we’ll deliver customized solutions that span from data capture to real-time analytics, empowering businesses across industries to optimize their processes through accessible and scalable technology.

        “We are excited to welcome ControlSI into the Arduino Pro family,” said Guneet Bedi, Arduino’s Senior Vice President and General Manager of the Americas. “Their dedication to making IoT and cyber-physical technologies accessible to all aligns perfectly with our mission. We look forward to seeing how this partnership will drive innovation and deliver exceptional value to our clients.”

        ControlSI’s directors, Orlando Torres and Carlos Diaz, echoed this enthusiasm: “This association with Arduino Pro allows us to expand the limits of industrial automation and real-time data analysis, providing our clients with a complete solution that adapts to their technological and growth needs.”

        The System Integrators Partnership Program by Arduino Pro is an exclusive initiative designed for professionals seeking to implement Arduino technologies in their projects. This program opens up a world of opportunities based on the robust Arduino ecosystem, allowing partners to unlock their full potential in collaboration with us.

        The post Welcoming ControlSI to the Arduino Pro System Integrators Partnership Program! appeared first on Arduino Blog.

        Website: LINK