Schlagwort: computing education

  • Experience CS: A free integrated curriculum for computer science

    Experience CS: A free integrated curriculum for computer science

    Reading Time: 4 minutes

    Experience CS is a brand-new, free, integrated computer science curriculum for elementary and middle school educators and anyone working with students aged 8 to 14. A key design principle for Experience CS is that any educator can use it. You don’t need a computer science qualification or previous experience in teaching computer science classes to deliver engaging and creative learning experiences for your students. That’s why, as US Executive Director, I’m especially pleased to announce the launch of the first six units in the curriculum today.

    A vibrant yellow background with the text "Introducing Experience CS" centered. Four colorful, abstract shapes resembling coding blocks in purple, yellow, orange, and blue are placed around the text.

    Read on to explore the new learning materials available and how you can start using them in your school.  

    Six integrated computer science units 

    Experience CS enables educators to teach computer science through a curriculum that integrates CS concepts and knowledge into core subjects such as math, science, and social studies. Ashly Tritch, computer science immersion specialist at Olson Middle School in Bloomington, MN, USA, said, “Cross-curricular computer science is important because it shows students how coding and tech skills can be used in other subjects like math, science, or even art. It helps make learning more interesting and helps kids understand how computer science connects to real life. The lessons that the Raspberry Pi Foundation is creating will be super engaging, with fun and creative activities that keep students curious and excited to learn.”

    Six integrated computer science units are available to access, with more on the way. The units have been released in beta, and we would love to hear your feedback as we continue to make updates to the lesson materials. Each of the units includes an overview with a summary of the topics covered and a series of six to eight lessons, including lesson plans, slide decks, student-facing materials, and starter projects within our Code Editor for Education. 

    We have designed the units to be cross-curricular, so students can learn about computer science concepts while deepening their understanding of related subject area content. For example, in “The me project,” grade 4 students (ages 9–10) explore the basics of Scratch, personalise sprites, and develop programs to create an animation that tells a story all about them. The project could be integrated into language arts lessons, enabling young learners to explore visual representation and write their own unique stories. In the “Smart communities” unit, students in grade 6 (ages 11–12) explore ways in which computing and technology can be used to create environments that are responsive to the needs of community members; this could be included within science or technology lessons.

    Three educational unit cards are displayed: "Weather watchers", "The me project" and "Take a tour”.

    Initially, the curriculum and resources have been mapped to national and local standards in the US and Canada, including the K–12 Computer Science Teachers Association Standards for Students, but they are available for teachers and students anywhere in the world to use.

    You can register for a free Raspberry Pi Foundation account to start downloading the learning materials, including lesson plans, slide decks, student activity sheets and assessment criteria. 

    A version of Scratch built especially for schools 

    Experience CS has been built from the ground up to support safe, confident computing lessons in real classrooms. It includes self-directed creative projects using the popular programming language Scratch. We have built a version of Scratch that is especially for schools. That means it doesn’t have the community and sharing features that are central to the full Scratch platform. Instead, everything runs in a closed, classroom-ready environment that supports safeguarding policies and fits with school filtering systems. Simple and intuitive learning management features enable teachers to create accounts, set assignments, and review progress.

    How to get started 

    On the “Getting Started” page, teachers will find everything they need, including helpful videos and tutorials. The next webinar takes place on 16th July, where we will walk you through all six units available at launch and show you how easy it is to get started with the learning materials. Whether you’re a CS teacher, general education teacher, administrator, or someone who works with school-aged young people, this session will give you the practical tools and guidance you need to bring Experience CS to life in your classroom or program.

    Professional development 

    No matter your experience or skill level, the Experience CS content has been designed to be easy to use. However, we also provide professional development (PD) opportunities to help build confidence in teaching computer science. 

    Teachers anywhere in the world can access free online courses offering flexible, self-paced learning to help you confidently teach block-based programming with effective, inclusive computing pedagogy. Our new course will develop your understanding of semantic waves while highlighting research-backed activities and examples directly from Experience CS units. 

    Help shape Experience CS

    Experience CS is supported by Google and builds on the fantastic work they have done to support educators and students through CS First. The team behind Experience CS includes educators with significant experience in teaching CS in elementary and middle school settings, and it is based on extensive classroom testing and research. We will continue to develop and improve the curriculum and resources in response to feedback from teachers and students. If you would like to help shape the future of Experience CS by testing new features and providing valuable feedback to improve the programme, sign up for the mailing list. 

    What next? 

    We can’t wait for you to explore Experience CS. We will continue to release more curriculum units as well as make the materials available in French and Spanish. Get a head start ready for the next school year by registering for a free Raspberry Pi Foundation account, which will allow you immediate access to all the lesson materials, and then create your school account to begin creating classes, add a scratch project to a class, manage student accounts and view student work.

    Website: LINK

  • Join our free data science education workshop for teachers

    Join our free data science education workshop for teachers

    Reading Time: 2 minutes

    Are you a teacher who is interested in data science education for key stage 5 (age 16 to 18)? Then we invite you to join our free, in-person workshop exploring the topic, taking place in Cambridge, UK on 10 July 2025.

    Teachers at a workshop.

    You will be among the very first educators to see some of our first test activities for teacher training to build data science concepts, and your contributions will feed into our future work. Sign up by 20 June to take part.

    Data science: What do we need to teach school-age learners?

    Current artificial intelligence (AI) methods, especially machine learning (ML), rely heavily on data. While young people learn mathematics, and some statistics, at school, data science concepts are not commonly taught.

    Teachers at a workshop.

    To complement our work on AI literacy, we have been investigating what data science teaching resources and education research are currently available.

    Our goals for this work are:

    1. To figure out what data science concepts may need to be taught in schools, initially with a focus on key stage 5
    2. To develop related teacher professional development and classroom resources

    Join us to discuss data science education

    If you are interested in data science education for young people, and maybe even have experience of teaching it to learners aged 16 to 18 in your school (in any subject, including computer science, social sciences, mathematics, statistics, and ethics), please join our free workshop on Thursday 10 July in our office in Cambridge. We are able to reimburse some travel expenses.

    At the workshop:

    • We would love to hear about your experience of teaching any elements of data science
    • We will share some exploratory concept building activities with you and discuss them together

    You’ll be the first group of working teachers we will share these activities with — your feedback will be invaluable, and you’ll have the chance to shape our work going forward.

    If you are interested, please fill in this form by Friday 20 June:

    You will then receive more information from us by 27 June. Spaces in the workshop are limited, so please do not book any travel until we confirm your space.

    We’re looking forward to shaping the future of data science education with you.

    PS In our current seminar series, researchers from around the world are presenting their latest work on teaching about AI and data science. You can catch up on past sessions and sign up for upcoming ones on our website.

    Website: LINK

  • Why kids still need to learn to code in the age of AI 

    Why kids still need to learn to code in the age of AI 

    Reading Time: 3 minutes

    Today we’re publishing a position paper setting out five arguments for why we think that kids still need to learn to code in the age of artificial intelligence.

    A whimsical cartoon of someone struggling with vibe coding at a desktop computer and a second person with a superhero cape and a t-shirt saying 'programmer' coming to their rescue.
    Generated using ChatGPT.

    Just like every wave of technological innovation that has come before, the advances in artificial intelligence (AI) are raising profound questions about the future of human work. History teaches us that technology has the potential to both automate and augment human effort, destroying some jobs and creating new ones. The only thing we know for sure is that it is impossible to predict the precise nature and pace of the changes that are coming. 

    One of the fastest-moving applications of generative AI technologies are the systems that can generate code. What started as the coding equivalent of autocomplete has quickly progressed to tools that can generate increasingly complex code from natural language prompts. 

    This has given birth to the notion of “vibe-coding” and led some commentators to predict the end of the software development industry as we know it. It shouldn’t be a surprise then that there is a vigorous debate about whether kids still need to learn to code. 

    In the position paper we put forward five arguments for why we think the answer is an unequivocal yes.

    We need humans who are skilled programmers 

    First, we argue that even in a world where AI can generate code, we need skilled human programmers who can think critically, solve problems, and make ethical decisions. The large language models that underpin these tools are probabilistic systems designed to provide statistically acceptable outputs and, as any skilled software engineer will tell you, simply writing more code faster isn’t necessarily a good thing. 

    Learning to code is an essential part of learning to program

    Learning to code is the most effective way we know for a young person to develop the mental models and fluency to become a skilled human programmer. The hard cognitive work of reading, modifying, writing, explaining, and testing code is precisely how young people develop a deep understanding of programming and computational thinking. 

    Learning to code will open up even more opportunities in the age of AI 

    While there’s no doubt that AI is going to reshape the labour market, the evidence from history suggests that it will increase the reach of programming and computational approaches across the economy and into new domains, creating demand for humans who are skilled programmers. We also argue that coding is no longer just for software engineers, it’s becoming a core skill that enables people to work effectively and think critically in a world shaped by intelligent machines. From healthcare to agriculture, we are already seeing demand for people who can combine programming with domain-specific skills and craft knowledge. 

    Coding is a literacy that helps young people have agency in a digital world

    Alongside the arguments for coding as a route to opening up economic opportunities, we argue that coding and programming gives young people a way to express themselves, to learn, and to make sense of the world. 

    And perhaps most importantly, that learning to code is about power. Providing young people with a solid grounding in computational literacy, developed through coding, helps ensure that they have agency. Without it, they risk being manipulated by systems they don’t understand. As Rushkoff said: “Program, or be programmed”.  

    The kids who learn to code will shape the future

    Finally, we argue that the power to create with technology is already concentrated in too small and homogenous a group of people. We need to open up the opportunity to learn to code to all young people because it will help us mobilise the full potential of human talent, will lead to more inclusive and effective digital solutions to the big global challenges we face, and will help ensure that everyone can share in the societal and economic benefits of technological progress. 

    The work we need to do 

    We end the paper with a call to action for all of us working in education. We need to challenge the false narrative that AI is removing the need for kids to learn to code, and redouble our efforts to ensure that all young people are equipped to take advantage of the opportunities in a world where AI is ubiquitous.

    You can read the full paper here:

    The cartoon image for this blog was created using ChatGPT-4o, which was prompted to produce a “whimsical cartoon that expresses some of the key ideas in the position paper”. It took several iterations.

    Website: LINK

  • Experience CS: A safe, creative way to teach computing

    Experience CS: A safe, creative way to teach computing

    Reading Time: 3 minutes

    Experience CS is our new free curriculum that helps elementary and middle school educators (working with students aged 8 to 14) teach computer science with confidence through creative, cross-curricular lessons and projects. Designed for teachers, by teachers, Experience CS is built to be easy to use in classrooms, with everything you need integrated into one safe, school-friendly platform.

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

    In this blog post, we will share more about the safety features of Experience CS, and the steps we’ve taken to make the platform a great fit for your school.

    A safe, teacher-managed environment

    Experience CS supports young people to develop their understanding of computer science through engaging, interactive projects using the programming language Scratch. Scratch is a popular block-based language that helps young people get started with coding, and Experience CS includes a version of Scratch that we have built especially for schools. With our version, which is fully integrated into the Experience CS platform, students can explore coding in a teacher-managed, closed environment that aligns with schools’ safeguarding policies and gives you full control over what your students see and do.

    Scratch coding within Experience CS. If you've used our Code Editor, you'll recognise this interface.
    Scratch coding within Experience CS. If you’ve used our Code Editor, you’ll recognise this interface.

    Student safety and privacy are at the forefront in Experience CS, which means:

    • A private, closed environment. Projects are kept within the classroom and cannot be published to a public gallery.
    • Teacher-controlled access. Students don’t need to create or manage their own accounts. Teachers manage their students’ access, with no student email addresses required.
    • No social features. Students don’t create public profiles or follow other users, and there are no chat or comment features for young people.
    • Curated content. Students can only access the projects and materials you share with them, not content from other users.

    Tailor-made for schools

    We have designed every part of the Experience CS platform with school environments in mind, making it easier for teachers to manage and for students to use.

    Here’s how:

    • Fully integrated platform. Everything students need is built into the Experience CS platform, including Scratch, lesson resources, student materials, and project templates. There is no need to visit other websites.
    • Simple access. Teachers generate class codes so learners can jump straight into activities, with no student email address required.
    • Automatic progress saving. Students’ projects are saved in the platform and linked to their class. Teachers can see students’ progress at a glance.
    • Teacher control. Teachers have full visibility of students’ activity, and what students see and do stays within the classroom environment.

    Experience CS gives you the tools and peace of mind to deliver creative, engaging computer science lessons and activities in a way that works for your school. You will be able to effortlessly manage students’ work, with everything you and your students need provided within a simple, intuitive interface.

    A computing educator with three students at laptops in a classroom.

    Be the first to try Experience CS

    Experience CS is launching soon, and we can’t wait to see what you and your students create with it.

    If you would like early access, want to stay up to date, or are interested in trying Experience CS out in your classroom, sign up for updates and we’ll keep you in the loop.

    We’re also planning ahead: in the coming months, we’ll make our version of Scratch available to all schools and clubs via our Code Editor. That means whether or not you use the Experience CS curriculum, you’ll be able to run safe, creative coding sessions using Scratch in a school-friendly environment.

    Website: LINK

  • Raspberry Pi Foundation joins UNESCO’s Global Education Coalition

    Raspberry Pi Foundation joins UNESCO’s Global Education Coalition

    Reading Time: 3 minutes

    Introduction

    We are thrilled to announce that the Raspberry Pi Foundation (RPF) has been accepted as a member of UNESCO’s Global Education Coalition (GEC). 

    Global Education Coalition.

    Initiated during the COVID-19 pandemic, when 1.6 billion learners were shut out of the classroom, the GEC aimed to provide continuity of education in times of crisis. Since then, the Coalition has grown into a global multistakeholder network, and we are proud to help drive education transformation and accelerate the path to achieving UNESCO’s Sustainable Development Goal 4 (SDG 4 – Quality Education).

    UNESCO’s vision to transform education for the world’s most underserved aligns with our mission at the Raspberry Pi Foundation. Being part of the Coalition enables us to work together to achieve this shared aim. 

    In addition to being part of the GEC, we have been invited to join the Digital Transformation Collaborative (DTC), a tech-focused subgroup that empowers educators and education leaders to include emerging technologies in their teaching practices and decision-making through capacity building and training.

    Coalition achievements

    We’re joining a coalition that has already achieved a lot. Having attended the GEC annual conference last week in Paris, Ms Stefania Giannini, UNESCO Assistant Director-General for Education, stated that to date the GTC has:

    • Helped over 858,898 youth develop skills that make them more employable
    • Trained 794,580 teachers
    • Offered learning resources to more than 1,000,000 learners studying foundational subjects, such as science, technology, engineering, and mathematics
    • Reached 2,459,192 of the most marginalised girls and women

    Source: https://www.unesco.org/en/global-education-coalition

    Whilst these are amazing achievements to celebrate, there is still more work to do, with Ms Giannini also highlighting that there are currently 251 million children and youth out of school and that 44 million more teachers are needed for universal primary and secondary education by 2030. 

    A group of educators at a conference.

    Digital Transformation Collaborative

    Our commitment to the Coalition

    The Digital Transformation Collaborative (DTC), which the Foundation has committed to support, aims to play a crucial role in shaping the future of education through technology. The group has established a framework structured around six core pillars:

    1. Coordination and leadership
    2. Connectivity and infrastructure
    3. Cost and sustainability
    4. Capacity and culture
    5. Content and solutions
    6. Data and evidence

    Through our work at the Foundation, we believe we have the expertise to provide meaningful support through the sharing of our expertise across these issues. Many of these are challenges we work to overcome through the delivery of our programmes. 

    Six pillars for the digital transformation of education.

    Conclusion

    Joining UNESCO’s Global Education Coalition marks a significant milestone for the Raspberry Pi Foundation. Our mission to empower the underserved aligns with the Coalition’s goals. We are excited to contribute our expertise and resources to this global effort, driving forward the agenda for inclusive and equitable quality education for all.

    I’m looking forward to writing more on our projects and initiatives within the GEC as we move forward and work together to transform global education.

    Website: LINK

  • Hello World #26 out now: Digital Literacy

    Hello World #26 out now: Digital Literacy

    Reading Time: 4 minutes

    We often believe we understand the meaning of ‘digital literacy’, but it can be a misleading term. Do we mean digital skills? Online safety? Where does AI fit in? As computer science education evolves to meet the needs of our increasingly digital world, we believe that true digital literacy empowers young people to engage with technology thoughtfully, critically, and confidently.

    In this issue of Hello World, out today for free, we discuss what digital literacy means, how it is taught in different countries around the world, and how educators are rethinking digital literacy for their students and themselves.

    Digital image of Hello World, issue 26 'digital literacy' displayed at an angle.

    Digital literacy

    As the use of digital technology grows, a broader view of digital literacy is necessary. Digital literacy is more than knowing how to use software. It’s the ability to use digital technologies effectively, safely, and responsibly.

    In Issue 26 of Hello World, we explore this topic in detail and hear insights from educators across the world, including:

    • Becci Peters shares how Computing at School (CAS) in the UK is supporting digital literacy skills for students and educators
    • Sourav Pattanayak discusses how digital literacy is defined in India, and the formal and informal ways educators are teaching digital literacy
    • Sandra Hartman explores strategies for enhancing digital literacy in the US
    • Gavin Davenport asks what would happen if we considered digital literacy in the same way as we consider traditional literacy
    Photo of young people sitting at a desk, working on small computers.

    This issue also includes inspiring articles from the world of computer science education:

    • Leah Dungay tells us about a programme combining physics, video games, and the Large Hadron Collider to engage young people in particle physics 
    • Gina Fugate shares how digital accessibility enhances digital experiences for all
    • Halima Bhayat shares her inspiring journey in computer science

    And there is lots more for you to discover in issue 26.

    New podcast series in audio and video

    We’re also pleased to announce that the Hello World podcast has returned alongside the magazine with a miniseries also focused on digital literacy.

    We asked for your thoughts on the podcast in our previous annual survey, and you kindly sent us lots of helpful feedback. Based on that, we’re trialling new episode formats, welcoming additional hosts, and bringing in more expert voices from around the world.

    On Tuesday 15 April we’ll be releasing our first teacher tips episode, a shorter podcast with 3 teachers sharing practical, actionable tips for improving digital literacy in the classroom. 

    Image featuring Dr. Jessica Hamer, Becky Patel and Rachel Arthur after recording an episode of the Hello World podcast.

    The week after, Tuesday 22 April, you’ll be able to hear a brilliant conversation between the Raspberry Pi Foundation’s Chief Learning Officer, Rachel Arthur, and two special guests: Dr Jessica Hamer from King’s College London’s School of Education and Becky Patel from Tech She Can. They’ll be discussing the current state of girls’ engagement in computing — a wide-reaching and important conversation exploring how we can empower more girls in computing through school, university and their careers.

    Then on Tuesday 29 April the final episode in the miniseries will be a panel debate about “digital natives” where we’ll be asking, ‘Are young people who grew up with technology around them truly tech-savvy, or are they dependent on digital tools without understanding how they work?’ James Robinson — Senior Learning Manager here at the Raspberry Pi Foundation and regular host of the podcast — will lead this discussion as global educators debate the myth of the “digital native,” uncover how it could overlook complex issues of access, skills, and education, and consider what it really takes to be tech-smart in the modern world.

    More information and links to listen can be found inside the magazine.

    Share your thoughts & subscribe to Hello World

    We hope you enjoy this issue of Hello World, and please get in touch with your article ideas or what you would like to see in the magazine.

    • Share your thoughts and ideas about Hello World and the new issue with us via the Raspberry PI Foundation social media channels
    • Find out how you can write for the magazine

    Subscribe to Hello World for free to never miss an issue.

    Website: LINK

  • Empowering India’s digital future: Our computing curriculum’s impact

    Empowering India’s digital future: Our computing curriculum’s impact

    Reading Time: 3 minutes

    The Raspberry Pi Foundation has been working in India since 2018 to enable young people to realise their potential through the power of computing and digital technologies. 

    We’ve supported Code Clubs, partnered with government organisations, and designed and delivered a complete computing curriculum for students in grades 6 to 12 and at the undergraduate level. Our curriculum is tailored to the Indian context, and we provide extensive support to help teachers deliver it effectively.

    Three female students at the Coding Academy in Telangana.

    In another recent blog, we shared in detail how we’ve created an impactful curriculum for India. We’re now excited to share our new report evaluating how our curriculum is being taught in Telangana and Odisha. This report demonstrates the impact we’ve had so far, highlighting our successes and the key lessons we have learnt.

    Key findings from the evaluation

    Our evaluations of how the curriculum is being taught show that teachers are well-equipped to deliver the curriculum and provide high-quality and accessible learning experiences that develop students’ computing knowledge and skills.

    A group of students in a classroom.

    In Telangana, we partnered with the Telangana Social Welfare Residential Educational Institutions Society (TGSWREIS) to introduce our curriculum at the Coding Academy School and Coding Academy College. Our report found that all school and college teachers we trained agreed they felt confident teaching students using the resources provided. Students were very positive about the classes, and their assessment scores demonstrated strong learning outcomes: 77% of school students and 70% of college students achieved at least 60% of available marks.

    In Odisha, we worked with Learning Links Foundation and Quest Alliance, in partnership with Panchasakha Sikhya Setu (PSS) Abhiyan, to deliver the IT and Coding Curriculum (Kaushali) to students in grades 9 and 10. Our findings were also very positive:

    • 87% of teacher respondents agreed that the curriculum resources were high quality and useful for their teaching
    • 91% felt more confident about teaching IT and coding due to the curriculum resources
    • 93% of teachers agreed that the training helped them understand the curriculum’s structure, content, and objectives
    • 89% felt confident in teaching the curriculum after the training
    • Teachers also reported a positive impact on their students, with almost all agreeing that it improved students’ coding skills, digital literacy, and understanding of responsible digital citizenship

    The report also highlights how students better understood how computing and coding are used in the world and developed an increased interest in pursuing careers in these fields.

    Key factors for effective implementation

    Our evaluations show the importance of several factors when launching a computing curriculum:

    • Aligning content with students’ experience and interests: Content should be tailored to students’ existing knowledge, culturally relevant, and follow industry standards to prepare them for employment
    • Providing extensive support to teachers: This includes careful selection and training of master teachers, comprehensive training for teachers that considers their knowledge and experience, and ongoing support through webinars, calls, and classroom observations
    • Ensuring sufficient quantity and quality of infrastructure: Adequate equipment and internet access are crucial for effective teaching and learning

    We are committed to always improving our approach to ensure that all young people in India have the opportunity to learn about computing.

    Join us in shaping the future

    You can read our new report here. If you are interested in partnering with us or want to learn more about our mission, please contact india@raspberrypi.org.

    Website: LINK

  • Experience CS: a new way to teach computer science

    Experience CS: a new way to teach computer science

    Reading Time: 4 minutes

    I am delighted to announce Experience CS, a free, integrated computer science curriculum for elementary and middle school students (8–14 years old) that will be available in June 2025. 

    Experience CS enables educators to teach computer science through a standards-aligned curriculum that integrates computer science concepts and knowledge into core subjects like maths, science, languages, and the arts. 

    An educator helps students with a coding task.

    This cross-curricular and integrated approach is one of the most effective ways to provide younger students with an introduction to computer science and is increasingly important as the impact of digital technology reaches every corner of our lives. We also know that embedding CS in real-world contexts helps make it meaningful and relevant for students, which is essential if we are going to inspire kids from different backgrounds to want to learn more about computer science and technology. 

    Built by educators, for educators 

    The team behind Experience CS includes educators with significant experience of teaching CS in elementary and middle school settings and everything we do is being informed by the world’s leading research into effective pedagogy as well as extensive testing and research in classrooms. This won’t stop when we launch. We will continue to develop and improve the curriculum and resources in response to feedback from teachers and students. 

    Two students use computers in a classroom.

    One of the most important design principles for Experience CS is that it can be used by any educator. You don’t need a CS qualification or any previous experience in teaching CS classes to deliver engaging and creative learning experiences for your students. 

    We will provide lesson plans, classroom resources, and an online platform that is designed to be easy and safe to use. We will also provide educators with professional development to help build their confidence, knowledge, and skills. You don’t need to adapt or amend the resources to use them, but you will be able to if you want to. We trust teachers to know what is best for their classrooms.

    A creative and safe learning experience 

    Crucially, Experience CS will be a creative learning experience. We’ve all seen those apps and platforms that purport to teach computer science by having young people direct their favourite pop culture character around a maze. While those types of games can be fun, we think that they fail to convey the creative potential of computer science and leave more students feeling “why bother” rather than being inspired to learn more. 

    That’s why Experience CS includes self-directed creative projects using the popular programming platform Scratch, with clear instructions and endless opportunities for young people to express themselves creatively. 

    Students use their laptops in a classroom, supervised by a teacher.

    We know that online safety is the most important consideration for schools, teachers, and parents, which is why we have built a version of Scratch that is safe for schools. That means it won’t have the community and sharing features that are so central to the full Scratch platform. It will come with simple and intuitive classroom management features that enable teachers to create accounts, set assignments, review progress, and provide feedback to students. 

    Free forever, for everyone

    Our promise is that Experience CS will be available for teachers and students anywhere in the world to use for free, for as long as you need it. 

    Initially, we are developing the curriculum and resources for the US and Canadian education systems and we will be mapping the lessons to national and local standards in both countries. The materials will all be available in English, French, and Spanish. We will also be focusing our professional development and support for schools in the US and Canada, including working with a fantastic network of educational partners. 

    Building on the legacy of CS First 

    We are delighted that Experience CS is supported by Google and that we are able to build on the fantastic work that they have done over many years to support educators and students through CS First. 

    Google has today announced that CS First will no longer be available from June 30, 2025 and that they are recommending that their users should move over to Experience CS for the next school year. That is a huge vote of confidence from a team that really knows what they are talking about. I want to pay tribute to everyone at Google who has worked so hard over the years to support teachers and inspire students through CS First. 

    We are looking forward to working with all of the CS First community to make sure that you are supported through the transition and set up ready to go for the start of the new school year. You can find out more about the support we will be offering by registering here.

    Website: LINK

  • Translating educational content: four key principles

    Translating educational content: four key principles

    Reading Time: 4 minutes

    As an organisation with global reach, translation and localisation have been part of the Raspberry Pi Foundation’s activities from the start. Code Clubs and educational partners all over the world are helping young people learn about computing in their own language. We’ve already published over 1,900 translated learning resources, covering up to 32 languages, thanks to the work of our talented localisation team and our amazing community of volunteer translators.

    How our approach to translation considers design, process and people

    English is seen by many as the language of computing, and in many countries, it’s also either the language of education or a language that young people aspire to learn. However, English is, in some instances, a barrier to learning: young people in many communities don’t have enough knowledge of English to use it to learn about digital technologies, or even if they do, the language of communication with other students, teachers, or volunteers may not be English.

    Our ‘Space Talk’ project in Latin American Spanish
    Our ‘Space Talk’ project in Latin American Spanish

    In a world where browsers can instantly translate web pages and large language models can power seemingly perfect conversations in virtually any language, it’s easy to assume that translation just happens and that somehow, technology takes care of it. Unfortunately, that’s not the case. Technology is certainly crucial to translation, but there’s much more to it than that. Our approach to translation involves considering design, process, and people to ensure that localised materials truly help young people with their learning journey. 

    Localisation or translation?

    Localisation and translation are similar terms that are often used interchangeably. Localisation normally refers to adapting a product to suit a local market, whereas translation is a subset of localisation that involves changing the language of the text. For instance, localisation includes currencies, measurements, formatting dates and numbers, and contextual references. Meanwhile, translation involves only changing the language of the text, such as from English to French.

    Learners at a Code Club.

    At the Raspberry Pi Foundation, we see translation as an enabler. It enables volunteers to reach learners, learners to succeed in their educational goals, and the Foundation to achieve its mission all over the world.

    Four key ways the Foundation maximises the impact and reach of our translated materials

    1. Create with localisation in mind

    Regardless of whether learning materials are intended for English-speaking or global audiences, it’s important to create and design them with localisation in mind. That way, they can be used in a variety of places, and any piece of content (text, graphics, or illustrations) can be modified to meet the needs of the target audience. Keeping localisation in mind might include allowing space for text expansion, being mindful of any text embedded in graphic elements, and even making sure the context is understandable for a variety of audiences. Making a piece of content localisable at the creation stage is virtually cost-free. Modifying fully built assets to translate them or to use them in other markets can be expensive and extremely time-consuming!

    2. Always have user needs and priorities upfront

    Before investing in localising or translating any materials, we seek to understand the needs and priorities of our users. In many countries where English is not the usual language of communication, materials in English are a barrier, even if some of the users have a working knowledge of English. Making materials available in local languages directly results in additional reach and enhanced learning outcomes. In other communities where English has a certain status, a more selective approach may be more appropriate. A full translation may not be expected, but translating or adapting elements within them, such as introductions, videos, infographics, or glossaries, can help engage new learners.

    Photo of a young person coding on a desktop computer.

    3. Maximise the use of technology

    While it’s possible to translate with pen and paper, translation is only scalable with the use of technology. Computer-assisted translation tools, translation memories, terminology databases, machine translation, large language models, and so on are all technologies that play their part in making the translation process more efficient and scalable. 

    At the Foundation, we make use of a variety of translation technologies and also, crucially, work very closely with our content and development teams to integrate their tools and processes into the overall localisation workflow. 

    4. Take great care of the people

    Even with the best technology and the smoothest integrations, there is a human element that is absolutely essential. Our amazing community of volunteers and partners work very closely with learners in their communities. They understand the needs of those learners and have a wealth of information and insights. We work with them to prioritise, translate, review and test the learning materials. They are key to ensuring that our learning materials help our users reach their learning goals.

    In summary

    Thinking about localisation from the moment we start creating learning materials, understanding the needs of users when creating our end goals, maximising the use of technology, and taking good care of our people and partners are the key principles that drive our translation effort. 

    If you’d like to find out more about translation at the Raspberry Pi Foundation or would like to contribute to the translation of our learning materials, feel free to contact us at translation@raspberrypi.org.  

    A version of this article also appears in Hello World issue 23.

    Website: LINK

  • Computing Curriculum Framework: Adapting to India’s diverse landscapes

    Computing Curriculum Framework: Adapting to India’s diverse landscapes

    Reading Time: 5 minutes

    The digital revolution has reshaped every facet of our lives, underscoring the need for robust computing education. At the Raspberry Pi Foundation our mission is to enable young people to realise their full potential through the power of computing and digital technologies. Since starting out in 2008 as a UK-based educational charity, we’ve grown into a global leader in advancing computing literacy.

    An educator and students working on a coding task.

    At the heart of our efforts lies a simple yet powerful vision: to ensure every young person develops the knowledge, skills, and confidence to use digital technologies effectively. This includes understanding societal and ethical issues, using technology for creative problem solving, and fostering a mindset of adaptability that will enable them to thrive amid rapid technological change.

    A vision for global computing education

    To realise this vision, we developed The Computing Curriculum (TCC). Launched in 2018 as part of the UK’s National Centre for Computing Education, TCC is a comprehensive set of free teaching resources tailored for students aged 5–16. Over the years, the curriculum has evolved through rigorous testing and teacher feedback, which has helped to make it one of the most effective and inclusive computing education tools globally.

    A group of students in a classroom.

    Contextualising computing education for India

    India’s vast diversity — in languages, social and economic contexts, and educational infrastructure — creates unique challenges and opportunities. As a result, we at the Raspberry Pi Foundation have adapted and localised our computing curriculum to meet the needs of Indian students. Collaborations with the Telangana Social Welfare Residential Educational Institutions Society (TGSWREIS) and the Odisha Mo School programme have been pivotal in this endeavour.

    Modelling data using a spreadsheet (Grade 9)
    Creating media — audio production (Grade 7)

    In Telangana, we adapted TCC to create a 70+ hour computing curriculum designed for government schools with limited resources. Similarly, in Odisha, elements of this curriculum have been tailored to develop Kaushali, an IT and coding curriculum for over 8,000 state schools. This localised approach ensures that computing education becomes accessible and relevant for students across India.

    A curriculum designed for impact

    The computing curriculum for India spans Grades 6 to 10 (age group 11-16) and is structured to ensure progressive learning. Students revisit foundational concepts repeatedly, building on prior knowledge as they advance through the grades. The curriculum emphasises forming a strong understanding of concepts over rote learning and integrates research-informed pedagogical approaches.

    Students using computers in a classroom.

    We tested our localised curriculum resources in Telangana Coding Academy, and there was lots of positive feedback from educators and observers. Overall, the educators were happy with the content format, and the observers noted that students enjoyed learning and completing the activities. This was also evident from the student discussion notes and student survey responses.

    “[…] this content is more than what we are expecting for the school years[…] this time they [are] having [a] practical session. So they are very happy to do it and whenever they are free[,] they will come and ask us. ‘[C]an you take [an] extra class for us?’” – Educator

    “[…] They are very [appreciative of] the content and [t]hey [are] learning very well, and the response is very good.” – Educator

    Key features of the curriculum:

    • Tailored content: Materials are customised to align with the proficiency levels and contexts of Indian students, ensuring accessibility
    • Localised examples: By incorporating culturally relevant examples, students find the learning experience relatable and engaging
    • Simplified language: Designed for students who may lack confidence in English, the curriculum employs clear and concise language for better comprehension
    • Hands-on learning: Practical activities, including projects and model creation, solidify understanding and foster creativity
    • Ready-to-use resources: Teachers are equipped with lesson plans, presentations, worksheets, and activity sheets, reducing preparation time and enhancing delivery

    Learning objectives:
    The curriculum focuses on equipping students with:

    • An understanding of digital systems and their impact on people and society
    • Computational thinking and problem-solving skills for real-world applications
    • Confidence and knowledge to become creators and innovators
    • Awareness of digital citizenship and responsible technology use

    Curriculum structure:
    Each academic year includes 30–34 sessions, each lasting 45–60 minutes. Lessons are structured into deliverable units comprising detailed plans, presentations, and worksheets. Both plugged (computer-based) and unplugged (activity-based) learning methods are used, with a 60:40 ratio, ensuring balanced and inclusive learning experiences.

    Sample progression across grades:

    Curriculum highlights

    Grade 6: Building a foundation

    Students develop foundational computer skills, learn basic text formatting, and explore introductory programming concepts using Scratch. They also begin to understand how to group and describe objects based on their properties.  

    Grade 7: Expanding horizons

    Students delve into computer networks, the internet, and the World Wide Web. They learn to use loops in Scratch programming and explore data organisation using flat-file databases and spreadsheets.  

    Grade 8: Deepening understanding

    Students gain a deeper understanding of how computer systems function and use spreadsheets for data analysis. They continue to build their programming skills in Scratch, focusing on sequences, variables, and selection. They are also introduced to HTML and CSS for basic web development.  

    Grade 9: Exploring advanced concepts

    Students learn about data representation, including binary and character coding schemes. They design and create websites using HTML and CSS, incorporating accessibility and good web design principles. They also explore the layers of computing systems, including hardware, operating systems, and logic circuits.  

    Grade 10: Applying knowledge and skills

    Students explore advanced data representation, including image and sound representation. They are introduced to cybersecurity concepts and delve deeper into Python programming, focusing on selection and iteration. They also learn about data science and how to create a blog to support a cause.

    Assessment framework:
    To measure student progress effectively, the curriculum incorporates both formative and summative assessments:

    • Formative assessments: Embedded in lessons to monitor progress and identify misconceptions early.
    • Summative assessments: Provide a holistic overview of learning outcomes through tools like multiple-choice quizzes and rubrics. These assessments focus on understanding concepts and skills, moving beyond mere code writing.

    Bridging the digital divide

    Our localised computing curriculum is more than a technical education initiative — it is helping to bridge the digital divide. By empowering students with essential digital skills, it fosters innovation, enhances employability, and enables young people to participate actively in the global digital economy.

    The road ahead

    As technology continues to evolve, so does the need for adaptive and inclusive computing education. We remain committed to supporting governments, educators, and students in this journey. By fostering a generation of digitally literate and empowered individuals, we can create a future where technology serves as a force for good in society.

    Through collaborations and localised efforts, the dream of making computing education accessible to every corner of India is steadily becoming a reality. Together, we can equip students with the skills and mindset needed to navigate the complexities of the digital age and shape a brighter, more inclusive future.

    Website: LINK

  • Addressing the digital skills gap

    Addressing the digital skills gap

    Reading Time: 3 minutes

    The digital skills gap is one of the biggest challenges for today’s workforce. It’s a growing concern for educators, employers, and anyone passionate about helping young people succeed.

    Digital literacy is essential in today’s world, whether or not you’re aiming for a tech career — yet too many young people are entering adulthood without the skills to navigate it confidently and recent research shows that many young people finish school without formal digital qualifications.

    Whilst this challenge is a global one, we’re exploring solutions in England where computing has been part of the national curriculum for a decade and the option of studying for a qualification (GCSE) in computer science is available to many 14-year-olds.

    The SCARI report shows that GCSE computer science isn’t available in every school in England, and even where it is available, only a fraction of students opt to study it. Where GCSE computer science is offered, the focus is not on broader digital skills, but more on programming and theoretical knowledge which, while important, doesn’t support young people with the knowledge they need to succeed in the modern workplace.

    How the Manchester Baccalaureate will help tackle the digital divide

    At the Raspberry Pi Foundation, we’re working with the Greater Manchester Combined Authority to tackle this challenge head-on. Together, as part of their Manchester Baccalaureate initiative, we’re developing a self-paced course and certification to tackle the digital skills gap directly. 

    Teachers listening to a presentation at a recent workshop the Raspberry Pi Foundation held in Manchester.

    The Raspberry Pi Foundation Certificate in Applied Computing is designed to be accessed by any pupil, anywhere. It includes a series of flexible modules that students can work through at their own pace. Targeted at young people ages 14 and up, the certificate covers three stages:

    • Stage 1 – Students gain essential digital skills, preparing them for a wide range of careers
    • Stages 2 and 3 – Students dive into specialisations in key tech areas, building expertise aligned with in-demand roles

    What we’ve learnt in Manchester so far

    We recently visited Oasis Academy Media City to hold a workshop on digital skills and get input on the certificate. We welcomed educators and industry experts to share their insights, and their feedback has been invaluable.

    Teachers pointed out a common challenge: while they see the importance of digital skills, they often lack the time and resources to add new material to an already packed curriculum. By offering the certification as bite-sized modules that focus on specific skills, it makes it easier to slot the content into the timetable, and helps students with limited access to school (due to illness, for example) engage with the course.

    Teachers listening to a presentation at a recent workshop the Raspberry Pi Foundation held in Manchester.

    Educators were particularly excited about the opportunity for students to specialise in areas tied to in-demand roles that are currently being recruited for and our goal is to make the qualification engaging and relevant, helping students see how their learning applies in the real world.  

    Next steps

    We’re thrilled to share that, in November, we’ll be piloting this qualification in schools throughout Manchester. We’ll gather invaluable feedback from young people as they embark on this learning experience, which will help us refine the course. 

    Our full qualification will launch in 2025, and we can’t wait to help students approach their futures with curiosity and confidence.

    Website: LINK

  • Ada Computer Science: What have we learnt so far

    Ada Computer Science: What have we learnt so far

    Reading Time: 3 minutes

    It’s been over a year since we launched Ada Computer Science, and we continue to see the numbers of students and teachers using the platform all around the world grow. Our recent year in review shared some of the key developments we’ve made since launching, many of which are a direct result of feedback from our community.

    Today, we are publishing an impact report that includes some of this feedback, along with what users are saying about the impact Ada Computer Science is having.

    Computer science students at a desktop computer in a classroom.

    Evaluating Ada Computer Science

    Ada Computer Science is a free learning platform for computer science students and teachers. It provides high-quality, online learning materials to use in the classroom, for homework, and for revision. Our experienced team has created resources that cover every topic in the leading GCSE and A level computer science specifications.

    From May to July 2024, we invited users to provide feedback via an online survey, and we got responses from 163 students and 27 teachers. To explore the feedback further, we also conducted in-depth interviews with three computer science teachers in September 2024.

    How is Ada being used?

    The most common ways students use Ada Computer Science — as reported by more than two thirds of respondents — is for revision and/or to complete work set by their teacher. Similarly, teachers most commonly said that they direct students to use Ada outside the classroom.

    “I recommend my students use Ada Computer Science as their main textbook.” — Teacher

    What is users’ experience of using Ada?

    Most respondents agreed or strongly agreed that Ada is useful for learning (82%) and high quality (79%).

    “Ada Computer Science has been very effective for independent revision, I like how it provides hints and pointers if you answer a question incorrectly.” — Student

    Ada users were generally positive about their overall experience of the platform and using it to find the information they were looking for.

    “Ada is one of the best for hitting the nail on the head. They’ve really got it in tune with the depth that exam boards want.” — Ian Robinson, computer science teacher (St Alban’s Catholic High School, UK)

    What impact is Ada having?

    Around half of the teachers agreed that Ada had reduced their workload and/or increased their subject knowledge. Across all respondents, teachers estimated that the average weekly time saving was 1 hour 8 minutes.

    Additionally, 81% of students agreed that as a result of using Ada, they had become better at understanding computer science concepts. Other benefits were reported too, with most students agreeing that they had become better problem-solvers, for example.

    “I love Ada! It is an extremely helpful resource… The content featured is very comprehensive and detailed, and the visual guides… are particularly helpful to aid my understanding.” — Student

    Future developments

    Since receiving this feedback, we have already released updated site navigation and new question finder designs. In 2025, we are planning improvements to the markbook (for example, giving teachers an overview of the assignments they’ve set) and to how assignments can be created.

    If you’d like to read more about the findings, there’s a full report for you to download. Thank you to everyone who took the time to take part — we really value your feedback!

    Website: LINK

  • Implementing a computing curriculum in Telangana

    Implementing a computing curriculum in Telangana

    Reading Time: 4 minutes

    Last year we launched a partnership with the Government of Telangana Social Welfare Residential Educational Institutions Society (TGSWREIS) in Telangana, India to develop and implement a computing curriculum at their Coding Academy School and Coding Academy College. Our impact team is conducting an evaluation. Read on to find out more about the partnership and what we’ve learned so far.

    Aim of the partnership 

    The aim of our partnership is to enable students in the school and undergraduate college to learn about coding and computing by providing the best possible curriculum, resources, and training for teachers. 

    Students sit in a classroom and watch the lecture slides.

    As both institutions are government institutions, education is provided for free, with approximately 800 high-performing students from disadvantaged backgrounds currently benefiting. The school is co-educational up to grade 10 and the college is for female undergraduate students only. 

    The partnership is strategically important for us at the Raspberry Pi Foundation because it helps us to test curriculum content in an Indian context, and specifically with learners from historically marginalised communities with limited resources.

    Adapting our curriculum content for use in Telangana

    Since our partnership began, we’ve developed curriculum content for students in grades 6–12 in the school, which is in line with India’s national education policy requiring coding to be introduced from grade 6. We’ve also developed curriculum content for the undergraduate students at the college. 

    Students and educators engage in digital making.

    In both cases, the content was developed based on an initial needs assessment — we used the assessment to adapt content from our previous work on The Computing Curriculum. Local examples were integrated to make the content relatable and culturally relevant for students in Telangana. Additionally, we tailored the content for different lesson durations and to allow a higher frequency of lessons. We captured impact and learning data through assessments, lesson observations, educator interviews, student surveys, and student focus groups.

    Curriculum well received by educators and students

    We have found that the partnership is succeeding in meeting many of its objectives. The curriculum resources have received lots of positive feedback from students, educators, and observers.

    Students and educators engage in digital making.

    In our recent survey, 96% of school students and 85% of college students reported that they’ve learned new things in their computing classes. This was backed up by assessment marks, with students scoring an average of 70% in the school and 69% in the college for each assessment, compared to a pass mark of 40%. Students were also positive about their experiences of the computing and coding classes, and particularly enjoyed the practical components.

    “My favourite thing in this computing classes [sic] is doing practical projects. By doing [things] practically we learnt a lot.” – Third year undergraduate student, Coding Academy College

    “Since their last SA [summative assessment] exam, students have learnt spreadsheet [concepts] and have enjoyed applying them in activities. Their favourite part has been example codes, programming, and web-designing activities.” – Student focus group facilitator, grade 9 students, Coding Academy School

    However, we also found some variation in outcomes for different groups of students and identified some improvements that are needed to ensure the content is appropriate for all. For example, educators and students felt improvements were needed to the content for undergraduates specialising in data science — there was a wish for the content to be more challenging and to more effectively prepare students for the workplace. Some amendments have been made to this content and we will continue to keep this under review. 

    In addition, we faced some challenges with the equipment and infrastructure available. For example, there were instances of power cuts and unstable internet connections. These issues have been addressed as far as possible with Wi-Fi dongles and educators adapting their delivery to work with the equipment available.

    Our ambition for India

    Our team has already made some improvements to our curriculum content in preparation for the new academic year. We will also make further improvements based on the feedback received. 

    Students and educators engage in digital making.

    The long-term vision for our work in India is to enable any school in India to teach students about computing and creating with digital technologies. Over our five-year partnership, we plan to work with TGSWREIS to roll out a computing curriculum to other government schools within the state. 

    Through our work in Telangana and Odisha, we are learning about the unique challenges faced by government schools. We’re designing our curriculum to address these challenges and ensure that every student in India has the opportunity to thrive in the 21st century. If you would like to know more about our work and impact in India, please reach out to us at india@raspberrypi.org.

    We take the evaluation of our work seriously and are always looking to understand how we can improve and increase the impact we have on the lives of young people. To find out more about our approach to impact, you can read about our recently updated theory of change, which supports how we evaluate what we do.

    Website: LINK

  • Ada Computer Science: A year in review

    Ada Computer Science: A year in review

    Reading Time: 5 minutes

    With the new academic year fully under way in many parts of the world, it’s the perfect time to reflect on the growth and innovations we’ve achieved with the Ada Computer Science platform. Your feedback has helped us make improvements to better support teachers and students — here’s a look back at some of the key developments for Ada from the past 12 months.

    Teachers in discussion at a table.
    Teachers in discussion at a Raspberry Pi Foundation teacher training event.

    Supporting students through personalised learning, new resources, and new questions

    We made significant improvements throughout the year to support students with exam preparation and personalised learning. We introduced over 145 new self-marking questions and updated 50 existing ones, bringing the total to more than 1000. A new type of question was also launched to help students practise writing longer responses: they label parts of a sample answer and apply a mark scheme, simulating a peer review process. You can read more about this work in the AI section below.

    We updated the question finder tool with an intuitive new design. Instead of seeing ten questions at random, students can now see all the questions we have on any given topic, and can use the filters to refine their searches by qualification and difficulty level. This enables students to better personalise their revision and progress tracking

    “Ada Computer Science has been very effective for my revision. I like how it provides hints and pointers if you answer a question incorrectly.” 

    – Ada Computer Science student

    The ‘Representation of sound’ topic received a major update, with clearer explanations, new diagrams, and improved feedback to support students as they tackle common misconceptions in sound physics. We also refreshed the ‘Representation of numbers’ topic, adding new content and interactive quizzes to support teachers in assessing students’ understanding more effectively. 

    We introduced a new database scenario titled ‘Repair & Reform’, offering an entity relationship diagram, a data dictionary, and a new SQL editor and question set to help students prepare for project-based assessments. We’ve further expanded this scenario into a full project covering all stages of development, including requirements analysis and evaluation. 

    April was dedicated to gearing up for the exam season, with the introduction of revision flashcards and ready-made quizzes on key topics like bitmapped graphics and sorting algorithms. We also launched a student revision challenge, which ran from April to June and attracted over 600 participants.

    “Ada Computer Science is an excellent resource to help support teachers and students. The explanations are clear and relevant, and the questions help students test their knowledge and understanding in a structured way, providing links to help them reconcile any discrepancies or misunderstandings.” 

    – Patrick Kennedy, Computer Science teacher

    Supporting teachers  

    We expanded our efforts to support new computer science teachers with the launch of a teacher mentoring programme that offers free online drop-in sessions. We also hosted a teacher training event at the Raspberry Pi Foundation office in Cambridge (as seen in the picture below), where educators saw previews of upcoming content on AI and machine learning and contributed their own questions to the platform.

    Group photo featuring computer science teachers and colleagues from the Raspberry PI Foundation.

    AI content and AI features

    We continued our focus on AI and machine learning, releasing new learning resources that explore the ethical and social implications of AI alongside the practical applications of AI and machine learning models. 

    To expand the Ada platform’s features, we also made considerable progress in integrating a large language model (LLM) to mark free-text responses. Our research showed that, as of June, LLM marks matched real teachers’ marks 82% of the time. In July, we received ethics approval from the University of Cambridge to add LLM-marked questions to the Ada platform. 

    Computer science education in Scotland

    We made significant strides towards supporting Scottish teachers and students with resources tailored to the SQA Computing Science curriculum. From September to November last year, we piloted a new set of materials specifically designed for Scottish teachers, receiving valuable feedback that we’ve used in 2024 to develop new content. More than half of the theory content for the National 5 and Higher specifications is now available on the platform. 

    Teacher, in the middle of a computing lesson.

    Our ‘Reform & Repair’ database scenario and project align with both SQA Higher and A level standards, providing a comprehensive resource for students preparing for project-based assessments.

    Looking ahead: New resources for September and beyond

    We have big plans for Ada for the next 12 months. Our focus will remain on continuously improving our resources and supporting the needs of both educators and students. 

    After the positive response to our ‘Repair & Reform’ database project, our content experts are planning additional practical projects to support students and teachers. The next one will be a web project that covers HTML, CSS, JavaScript, and PHP, supporting students taking SQA qualifications in Scotland or undertaking the non-examined assessment (NEA) at A level.

    We’ll be working on a number of teacher-focused improvements to the platform, which you’ll also see on Ada’s sibling site, Isaac Physics. These will include an overhaul of the markbook to make it more user-friendly, and updates to the ‘Assignments’ tool so assignments better meet the needs of teachers in schools.

    We’ll be welcoming the next cohort of computer science students to the STEM SMART programme in January 2025 where, in partnership with the University of Cambridge, we’ll offer free, complementary teaching and support to UK students at state schools. Applications are now open.

    Thank you to every teacher and student who has given their time in the last year to share feedback about Ada Computer Science — your insights are invaluable as we work to make high-quality computer science materials easily accessible. Here’s to another fantastic year of learning and growth!

    Website: LINK

  • The Computing Curriculum: Three global perspectives

    The Computing Curriculum: Three global perspectives

    Reading Time: 5 minutes

    Across continents and cultural contexts, our free Computing Curriculum serves as a common thread that connects educators. Read the stories of 3 educators who share their thoughts on the curriculum’s application, adaptability, and the impact it’s had on their educational settings. 

    I’m Freda, and I co-founded a non-profit organisation called Waloyo in South Africa.

    Photo of Freda, co-founder of the non-profit organisation called Waloyo.

    Coming from a background of technology consulting, I know the value of computing education. I have a real drive to teach young kids coding so they can get ahead and find jobs in our digital economy.

    Our role at Waloyo is to work with non-profit organisations that work with young people and want to expand their services to include computing skills training. Waloyo trains non-profit facilitators, who in turn teach computing skills to youth between the ages of 6 and 18. A unique challenge is that the majority of facilitators we train don’t have any previous computing experience. The resources we use need to be clear and easy to follow.

    What I really love about The Computing Curriculum resources is the facilitator guides.

    Our initial plan was to run the training programmes after school and outside the school curriculum, but we were getting requests from schools to support them too. South Africa doesn’t have a national computing curriculum, so there aren’t many subject specialist teachers. So we looked for curriculum resources from other countries to support our work and that’s how we found The Computing Curriculum. 

    In rural Africa where we work, students have low levels of exposure to computers and computing. So whether they are 6 or 18 years old, we usually start with Scratch. The younger kids then continue with Scratch and the older kids move quickly on to Python as they build confidence.

    Screenshot of Scratch 3 interface

    What I really love about The Computing Curriculum resources is the facilitator guides. They fit in well with our process of training NGO facilitators to work directly with the kids. I love the comprehensiveness and flexibility of what your curriculum provides to enable this method of delivery.

    So far we’ve launched 3 programmes in communities in South Africa, impacting around 150 young people, and it’s worked beautifully. It’s phenomenal to see how excited the kids get when the computer does what they want it to do!

    I’m Al, and I’ve been a secondary science teacher since 1991.

    Photo of Al out hiking in rocky terrain.

    For the past 13 years, I’ve taught in international schools. Two years ago, I decided to retrain in teaching computing. My wife and I are currently teaching in Kazakhstan. I now teach at primary level but still handle some secondary classes. For primary, there’s significant time pressure, especially with extra lessons for the local language, making it challenging to fit computing into the schedule.

    The private schools where I work are starting to implement the UK computer science curriculum. At one of the schools, they have a robotics course which has given rise to a misconception that everything in computing is about robotics! My role, therefore, involves expanding the concept of robotics to include a broader range of computing activities and finding efficient ways to integrate these new materials into the curriculum with minimal effort from the staff. I focus on selecting appropriate units to fit into what the schools are already doing rather than implementing a comprehensive new program.

    Workshop attendees at a table.
    Photo of educators collaborating on various projects at a desk, with laptops open displaying the Scratch Editor.

    The Raspberry Pi Foundation’s curriculum resources are valuable because they provide comprehensive lists of programs and ideas that I can adapt for my colleagues. I adapt resources to make them more accessible for primary teachers, simplifying and customising them for ease of use.

    The Raspberry Pi Foundation’s curriculum resources are valuable because they provide comprehensive lists of programs and ideas that I can adapt for my colleagues.

    Once students understand that computing is a tool for developing skills rather than just passive consumption, they take ownership of their learning which boosts their confidence. Culturally relevant materials are particularly effective, especially in diverse international classrooms. Adapting resources to be culturally relevant and incorporating students’ examples enhances their usefulness and impact. The resources are excellent, but by tailoring them, they can be even more effective, particularly in an international context with diverse nationalities and learning concepts.

    Head of ICT at an international school in Egypt

    In a computing classroom, a boy looks down at a keyboard.

    As Head of Department, I am responsible for what all the different age groups learn, from year 1 to year 12. We use the Cambridge International (CIE) curriculum, so I was looking for supplementary resources that build from the basics, have a clear progression map, and complement the resources we already had.

    With The Computing Curriculum, it is easy to pick out individual lesson resources to use. I love that it doesn’t need a licence and that the students don’t face any problems when they download it to practise at home. I’m covering curriculums for both computing and digital literacy, so I use resources that are relevant to my curriculum maps.

    With The Computing Curriculum, it is easy to pick out individual lesson resources to use.

    In some schools, their idea of an ICT lesson is getting students to play games, use Word documents, make PowerPoint presentations, and that’s it. But this generation of students love coding and making their own games. So instead of playing the game, we teach them how to develop a game and how to add the characters themselves.

    From year 1 to year 2, students take part in a wide range of computing activities and develop a lot of new skills. They find these skills amazing. It makes them feel engaged, excited, and that they are doing something valuable.

    Using The Computing Curriculum 

    These educators’ stories show how easy it is to adapt our Computing Curriculum to your unique context, enhancing students’ technical skills and inspiring creativity, critical thinking, and a passion for problem-solving. We look forward to continuing this journey with these and other educators as they transform computing education for their learners.

    If you’re looking for new computing resources to teach with, why not give The Computing Curriculum a try? You can also read our culturally relevant pedagogy research that Al mentions in his interview.

    Website: LINK

  • Hello World #25 out now: Generative AI

    Hello World #25 out now: Generative AI

    Reading Time: 3 minutes

    Since they became publicly available at the end of 2022, generative AI tools have been hotly discussed by educators: what role should these tools for generating human-seeming text, images, and other media play in teaching and learning?

    Two years later, the one thing most people agree on is that, like it or not, generative AI is here to stay. And as a computing educator, you probably have your learners and colleagues looking to you for guidance about this technology. We’re sharing how educators like you are approaching generative AI in issue 25 of Hello World, out today for free.

    Digital image of a copy of Hello World magazine, issue 25.

    Generative AI and teaching

    Since our ‘Teaching and AI’ issue a year ago, educators have been making strides grappling with generative AI’s place in their classroom, and with the potential risks to young people. In this issue, you’ll hear from a wide range of educators who are approaching this technology in different ways. 

    For example:

    • Laura Ventura from Gwinnett County Public Schools (GCPS) in Georgia, USA shares how the GCPS team has integrated AI throughout their K–12 curriculum
    • Mark Calleja from our team guides you through using the OCEAN prompt process to reliably get the results you want from an LLM 
    • Kip Glazer, principal at Mountain View High School in California, USA shares a framework for AI implementation aimed at school leaders
    • Stefan Seegerer, a researcher and educator in Germany, discusses why unplugged activities help us focus on what’s really important in teaching about AI

    This issue also includes practical solutions to problems that are unique to computer science educators:

    • Graham Hastings in the UK shares his solution to tricky crocodile clips when working with micro:bits
    • Riyad Dhuny shares his case study of home-hosting a learning management system with his students in Mauritius

    And there is lots more for you to discover in issue 25.

    Whether or not you use generative AI as part of your teaching practice, it’s important for you to be aware of AI technologies and how your young people may be interacting with it. In his article “A problem-first approach to the development of AI systems”, Ben Garside from our team affirms that:

    “A big part of our job as educators is to help young people navigate the changing world and prepare them for their futures, and education has an essential role to play in helping people understand AI technologies so that they can avoid the dangers.

    Our approach at the Raspberry Pi Foundation is not to focus purely on the threats and dangers, but to teach young people to be critical users of technologies and not passive consumers. […]

    Our call to action to educators, carers, and parents is to have conversations with your young people about generative AI. Get to know their opinions on it and how they view its role in their lives, and help them to become critical thinkers when interacting with technology.”

    Share your thoughts & subscribe to Hello World

    Computing teachers are being asked again to teach something that they didn’t study. With generative AI as with all things computing, we want to support your teaching and share your successes. We hope you enjoy this issue of Hello World, and please get in touch with your article ideas or what you would like to see in the magazine.

    We’d like to thank Oracle for supporting this issue.

    Website: LINK

  • Experience AI: How research continues to shape the resources

    Experience AI: How research continues to shape the resources

    Reading Time: 5 minutes

    Since we launched the Experience AI learning programme in the UK in April 2023, educators in 130 countries have downloaded Experience AI lesson resources. They estimate reaching over 630,000 young people with the lessons, helping them to understand how AI works and to build the knowledge and confidence to use AI tools responsibly. Just last week, we announced another exciting expansion of Experience AI: thanks to $10 million in funding from Google.org, we will be able to work with local partner organisations to provide research-based AI education to an estimated over 2 million young people across Europe, the Middle East and Africa.

    Trainer discussing Experience AI at a teacher training event in Kenya.
    Experience AI teacher training in Kenya

    This blog post explains how we use research to continue to shape our Experience AI resources, including the new AI safety resources we are developing. 

    The beginning of Experience AI

    Artificial intelligence (AI) and machine learning (ML) applications are part of our everyday lives — we use them every time we scroll through social media feeds organised by recommender systems or unlock an app with facial recognition. For young people, there is more need than ever to gain the skills and understanding to critically engage with AI technologies. 

    Someone holding a mobile phone that's open on their social media apps folder.

    We wanted to design free lesson resources to help teachers in a wide range of subjects confidently introduce AI and ML to students aged 11 to 14 (Key Stage 3). This led us to develop Experience AI, in collaboration with Google DeepMind, offering materials including lesson plans, slide decks, videos (both teacher- and student-facing), student activities, and assessment questions. 

    SEAME: The research-based framework behind Experience AI

    The Experience AI resources were built on rigorous research from the Raspberry Pi Computing Education Research Centre as well as from other researchers, including those we hosted at our series of seminars on AI and data science education. The Research Centre’s work involved mapping and categorising over 500 resources used to teach AI and ML, and found that the majority were one-off activities, and that very few resources were tailored to a specific age group.

    An example activity slide in the Experience AI lessons where students learn about bias.
    An example activity in the Experience AI lessons where students learn about bias.

    To analyse the content that existing AI education resources covered, the Centre developed a simple framework called SEAME. The framework gives you an easy way to group concepts, knowledge, and skills related to AI and ML based on whether they focus on social and ethical aspects (SE), applications (A), models (M), or engines (E, i.e. how AI works.)

    Through Experience AI, learners also gain an understanding of the models underlying AI applications, and the processes used to train and test ML models.

    An example activity slide in the Experience AI lessons where students learn about classification.
    An example activity in the Experience AI lessons where students learn about classification.

    Our Experience AI lessons cover all four levels of SEAME and focus on applications of AI that are relatable for young people. They also introduce learners to AI-related issues such as privacy or bias concerns, and the impact of AI on employment. 

    The six foundation lessons of Experience AI

    1. What is AI?: Learners explore the current context of AI and how it is used in the world around them. Looking at the differences between rule-based and data-driven approaches to programming, they consider the benefits and challenges that AI could bring to society. 
    2. How computers learn: Focusing on the role of data-driven models in AI systems, learners are introduced to ML and find out about three common approaches to creating ML models. Finally they explore classification, a specific application of ML.
    3. Bias in, bias out: Students create their own ML model to classify images of apples and tomatoes. They discover that a limited dataset is likely to lead to a flawed ML model. Then they explore how bias can appear in a dataset, resulting in biased predictions produced by a ML model. 
    4. Decision trees: Learners take their first in-depth look at a specific type of ML model: decision trees. They see how different training datasets result in the creation of different ML models, experiencing first-hand what the term ‘data-driven’ means.
    5. Solving problems with ML models: Students are introduced to the AI project lifecycle and use it to create a ML model. They apply a human-focused approach to working on their project, train a ML model, and finally test their model to find out its accuracy.
    6. Model cards and careers: Learners finish the AI project lifecycle by creating a model card to explain their ML model. To complete the unit, they explore a range of AI-related careers, hear from people working in AI research at Google DeepMind, and explore how they might apply AI and ML to their interests. 
    Experience AI banner.

    We also offer two additional stand-alone lessons: one on large language models, how they work, and why they’re not always reliable, and the other on the application of AI in ecosystems research, which lets learners explore how AI tools can be used to support animal conservation. 

    New AI safety resources: Empowering learners to be critical users of technology

    We have also been developing a set of resources for educator-led sessions on three topics related to AI safety, funded by Google.org. 

    • AI and your data: With the support of this resource, young people reflect on the data they have already provided to AI applications in their daily lives, and think about how the prevalence of AI tools might change the way they protect their data.  
    • Media literacy in the age of AI: This resource highlights the ways AI tools can be used to perpetuate misinformation and how AI applications can help people combat misleading claims.
    • Using generative AI responsibly: With this resource, young people consider their responsibilities when using generative AI, and their expectations of developers who release Experience AI tools. 

    Other research principles behind our free teaching resources 

    As well as using the SEAME framework, we have incorporated a whole host of other research-based concepts in the design principles for the Experience AI resources. For example, we avoid anthropomorphism — that is, words or imagery that can lead learners to wrongly believe that AI applications have sentience or intentions like humans do — and we instead promote the understanding that it’s people who design AI applications and decide how they are used. We also teach about data-driven application design, which is a core concept in computational thinking 2.0.  

    Share your feedback

    We’d love to hear your thoughts and feedback about using the Experience AI resources. Your comments help us to improve the current materials, and to develop future resources. You can tell us what you think using this form. 

    And if you’d like to start using the Experience AI resources as an educator, you can download them for free at experience-ai.org.

    Website: LINK

  • Adapting primary Computing resources for cultural responsiveness: Bringing in learners’ identity

    Adapting primary Computing resources for cultural responsiveness: Bringing in learners’ identity

    Reading Time: 6 minutes

    In recent years, the emphasis on creating culturally responsive educational practices has gained significant traction in schools worldwide. This approach aims to tailor teaching and learning experiences to better reflect and respect the diverse cultural backgrounds of students, thereby enhancing their engagement and success in school. In one of our recent research studies, we collaborated with a small group of primary school Computing teachers to adapt existing resources to be more culturally responsive to their learners.

    Teachers work together to identify adaptations to Computing lessons.
    At a workshop for the study, teachers collaborated to identify adaptations to Computing lessons

    We used a set of ten areas of opportunity to scaffold and prompt teachers to look for ways that Computing resources could be adapted, including making changes to the content or the context of lessons, and using pedagogical techniques such as collaboration and open-ended tasks. 

    Today’s blog lays out our findings about how teachers can bring students’ identities into the classroom as an entry point for culturally responsive Computing teaching.

    Collaborating with teachers

    A group of twelve primary teachers, from schools spread across England, volunteered to participate in the study. The primary objective was for our research team to collaborate with these teachers to adapt two units of work about creating digital images and vector graphics so that they better aligned with the cultural contexts of their students. The research team facilitated an in-person, one-day workshop where the teachers could discuss their experiences and work in small groups to adapt materials that they then taught in their classrooms during the following term.

    A shared focus on identity

    As the workshop progressed, an interesting pattern emerged. Despite the diversity of schools and student populations represented by the teachers, each group independently decided to focus on the theme of identity in their adaptations. This was not a directive from the researchers, but rather a spontaneous alignment of priorities among the teachers.

    An example slide from a culturally adapted activity to create a vector graphic emoji.
    An example of an adapted Computing activity to create a vector graphic emoji.

    The focus on identity manifested in various ways. For some teachers, it involved adding diverse role models so that students could see themselves represented in computing, while for others, it meant incorporating discussions about students’ own experiences into the lessons. However, the most compelling commonality across all groups was the decision to have students create a digital picture that represented something important about themselves. This digital picture could take many forms — an emoji, a digital collage, an avatar to add to a game, or even creating fantastical animals. The goal of these activities was to provide students with a platform to express aspects of their identity that were significant to them whilst also practising the skills to manipulate vector graphics or digital images.

    Funds of identity theory

    After the teachers had returned to their classrooms and taught the adapted lessons to their students, we analysed the digital pictures created by the students using funds of identity theory. This theory explains how our personal experiences and backgrounds shape who we are and what makes us unique and individual, and argues that our identities are not static but are continuously shaped and reshaped through interactions with the world around us. 

    Keywords for the funds of identity framework, drawing on work by Esteban-Guitart and Moll (2014) and Poole (2017).
    Funds of identity framework, drawing on work by Esteban-Guitart and Moll (2014) and Poole (2017).

    In the context of our study, this theory argues that students bring their funds of identity into their Computing classrooms, including their cultural heritage, family traditions, languages, values, and personal interests. Through the image editing and vector graphics activities, students were able to create what the funds of identity theory refers to as identity artefacts. This allowed them to explore and highlight the various elements that hold importance in their lives, illuminating different facets of their identities. 

    Students’ funds of identity

    The use of the funds of identity theory provided a robust framework for understanding the digital artefacts created by the students. We analysed the teachers’ descriptions of the artefacts, paying close attention to how students represented their identities in their creations.

    1. Personal interests and values 

    One significant aspect of the analysis centered around the personal interests and values reflected in the artefacts. Some students chose to draw on their practical funds of identity and create images about hobbies that were important to them, such as drawing or playing football. Others focused on existential  funds of identity and represented values that were central to their personalities, such as cool, chatty, or quiet.

    2. Family and community connections

    Many students also chose to include references to their family and community in their artefacts. Social funds of identity were displayed when students featured family members in their images. Some students also drew on their institutional funds, adding references to their school, or geographical funds, by showing places such as the local area or a particular country that held special significance for them. These references highlighted the importance of familial and communal ties in shaping the students’ identities.

    3. Cultural representation

    Another common theme was the way students represented their cultural backgrounds. Some students chose to highlight their cultural funds of identity, creating images that included their heritage, including their national flag or traditional clothing. Other students incorporated ideological aspects of their identity that were important to them because of their faith, including Catholicism and Islam. This aspect of the artefacts demonstrated how students viewed their cultural heritage as an integral part of their identity.

    Implications for culturally responsive Computing teaching

    The findings from this study have several important implications. Firstly, the spontaneous focus on identity by the teachers suggests that identity is a powerful entry point for culturally responsive Computing teaching. Secondly, the application of the funds of identity theory to the analysis of student work demonstrates the diverse cultural resources that students bring to the classroom and highlights ways to adapt Computing lessons in ways that resonate with students’ lived experiences.

    An example of an identity artefact made by one of the students in a culturally adapted lesson on vector graphics.
    An example of an identity artefact made by one of the students in the culturally adapted lesson on vector graphics. 

    However, we also found that teachers often had to carefully support students to illuminate their funds of identity. Sometimes students found it difficult to create images about their hobbies, particularly if they were from backgrounds with fewer social and economic opportunities. We also observed that when teachers modelled an identity artefact themselves, perhaps to show an example for students to aim for, students then sometimes copied the funds of identity revealed by the teacher rather than drawing on their own funds. These points need to be taken into consideration when using identity artefact activities. 

    Finally, these findings relate to lessons about image editing and vector graphics that were taught to students aged 8- to 10-years old in England, and it remains to be explored how students in other countries or of different ages might reveal their funds of identity in the Computing classroom.

    Moving forward with cultural responsiveness

    The study demonstrated that when Computing teachers are given the opportunity to collaborate and reflect on their practice, they can develop innovative ways to make their teaching more culturally responsive. The focus on identity, as seen in the creation of identity artefacts, provided students with a platform to express themselves and connect their learning to their own lives. By understanding and valuing the funds of identity that students bring to the classroom, teachers can create a more equitable and empowering educational experience for all learners.

    Two learners do physical computing in the primary school classroom.

    We’ve written about this study in more detail in a full paper and a poster paper, which will be published at the WiPSCE conference next week. 

    We would like to thank all the researchers who worked on this project, including our collaborations with Lynda Chinaka from the University of Roehampton, and Alex Hadwen-Bennett from King’s College London. Finally, we are grateful to Cognizant for funding this academic research, and to the cohort of primary Computing teachers for their enthusiasm, energy, and creativity, and their commitment to this project.

    Website: LINK

  • Experience AI expands to reach over 2 million students

    Experience AI expands to reach over 2 million students

    Reading Time: 4 minutes

    Two years ago, we announced Experience AI, a collaboration between the Raspberry Pi Foundation and Google DeepMind to inspire the next generation of AI leaders.

    Today I am excited to announce that we are expanding the programme with the aim of reaching more than 2 million students over the next 3 years, thanks to a generous grant of $10m from Google.org. 

    Why do kids need to learn about AI

    AI technologies are already changing the world and we are told that their potential impact is unprecedented in human history. But just like every other wave of technological innovation, along with all of the opportunities, the AI revolution has the potential to leave people behind, to exacerbate divisions, and to make more problems than it solves.

    Part of the answer to this dilemma lies in ensuring that all young people develop a foundational understanding of AI technologies and the role that they can play in their lives. 

    An educator points to an image on a student's computer screen.

    That’s why the conversation about AI in education is so important. A lot of the focus of that conversation is on how we harness the power of AI technologies to improve teaching and learning. Enabling young people to use AI to learn is important, but it’s not enough. 

    We need to equip young people with the knowledge, skills, and mindsets to use AI technologies to create the world they want. And that means supporting their teachers, who once again are being asked to teach a subject that they didn’t study. 

    Experience AI 

    That’s the work that we’re doing through Experience AI, an ambitious programme to provide teachers with free classroom resources and professional development, enabling them to teach their students about AI technologies and how they are changing the world. All of our resources are grounded in research that defines the concepts that make up AI literacy, they are rooted in real world examples drawing on the work of Google DeepMind, and they involve hands-on, interactive activities. 

    The Experience AI resources have already been downloaded 100,000 times across 130 countries and we estimate that 750,000 young people have taken part in an Experience AI lesson already. 

    In November 2023, we announced that we were building a global network of partners that we would work with to localise and translate the Experience AI resources, to ensure that they are culturally relevant, and organise locally delivered teacher professional development. We’ve made a fantastic start working with partners in Canada, India, Kenya, Malaysia, and Romania; and it’s been brilliant to see the enthusiasm and demand for AI literacy from teachers and students across the globe. 

    Thanks to an incredibly generous donation of $10m from Google.org – announced at Google.org’s first Impact Summit  – we will shortly be welcoming new partners in 17 countries across Europe, the Middle East, and Africa, with the aim of reaching more than 2 million students in the next three years. 

    AI Safety

    Alongside the expansion of the global network of Experience AI partners, we are also launching new resources that focus on critical issues of AI safety. 

    A laptop surrounded by various screens displaying images, videos, and a world map.

    AI and Your Data: Helping young people reflect on the data they are already providing to AI applications in their lives and how the prevalence of AI tools might change the way they protect their data.

    Media Literacy in the Age of AI: Highlighting the ways AI tools can be used to perpetuate misinformation and how AI applications can help combat misleading claims.

    Using Generative AI Responsibly: Empowering young people to reflect on their responsibilities when using Generative AI and their expectations of developers who release AI tools.

    Get involved

    In many ways, this moment in the development of AI technologies reminds me of the internet in the 1990s (yes, I am that old). We all knew that it had potential, but no-one could really imagine the full scale of what would follow. 

    We failed to rise to the educational challenge of that moment and we are still living with the consequences: a dire shortage of talent; a tech sector that doesn’t represent all communities and voices; and young people and communities who are still missing out on economic opportunities and unable to utilise technology to solve the problems that matter to them. 

    We have an opportunity to do a better job this time. If you’re interested in getting involved, we’d love to hear from you.

    Website: LINK

  •  CSTA 2024: What happened in Las Vegas

     CSTA 2024: What happened in Las Vegas

    Reading Time: 4 minutes

    About three weeks ago, a small team from the Raspberry Pi Foundation braved high temperatures and expensive coffees (and a scarcity of tea) to spend time with educators at the CSTA Annual Conference in Las Vegas.

    A team of 6 educators inside a conference hall.

    With thousands of attendees from across the US and beyond participating in engaging workshops, thought-provoking talks, and visiting the fantastic expo hall, the CSTA conference was an excellent opportunity for us to connect with and learn from educators.

    Meeting educators & sharing resources

    Our hope for the conference week was to meet and learn from as many different educators as possible, and we weren’t disappointed. We spoke with a wide variety of teachers, school administrators, and thought leaders about the progress, successes, and challenges of delivering successful computer science (CS) programs in the US (more on this soon). We connected and reconnected with so many educators at our stand, gave away loads of stickers… and we even gave away a Raspberry Pi Pico to one lucky winner each day.

    A group of educators taking a selfie at a conference.
    The team with one of the winners of a Raspberry Pi Pico

    As well as learning from hundreds of educators throughout the week, we shared some of the ways in which the Foundation supports teachers to deliver effective CS education. Our team was on hand to answer questions about our wide range of free learning materials and programs to support educators and young people alike. We focused on sharing our projects site and all of the ways educators can use the site’s unique projects pathways in their classrooms. And of course we talked to educators about Code Club. It was awesome to hear from club leaders about the work their students accomplished, and many educators were eager to start a new club at their schools! 

    An educator is holding Hello World magazine.
    We gave a copy of the second Big Book to all conference attendees.

    Back in 2022 at the last in-person CSTA conference, we had donated a copy of our first special edition of Hello World magazine, The Big Book of Computing Pedagogy, for every attendee. This time around, we donated copies of our follow-up special edition, The Big Book of Computing Content. Where the first Big Book focuses on how to teach computing, the second Big Book delves deep into what we teach as the subject of computing, laying it out in 11 content strands.

    Our talks about teaching (with) AI

    One of the things that makes CSTA conferences so special is the fantastic range of talks, workshops, and other sessions running at and around the conference. We took the opportunity to share some of our work in flash talks and two full-length sessions.

    One of the sessions was led by one of our Senior Learning Managers, Ben Garside, who gave a talk to a packed room on what we’ve learned from developing AI education resources for Experience AI. Ben shared insights we’ve gathered over the last two years and talked about the design principles behind the Experience AI resources.

    An educator is giving a talk at a conference.
    Ben discussed AI education with attendees.

    Being in the room for Ben’s talk, I was struck by two key takeaways:

    1. The issue of anthropomorphism, that is, projecting human-like characteristics onto artificial intelligence systems and other machines. This presents several risks and obstacles for young people trying to understand AI technology. In our teaching, we need to take care to avoid anthropomorphizing AI systems, and to help young people shift false conceptions they might bring into the classroom.
    2. Teaching about AI requires fostering a shift in thinking. When we teach traditional programming, we show learners that this is a rules-based, deterministic approach; meanwhile, AI systems based on machine learning are driven by data and statistical patterns. These two approaches and their outcomes are distinct (but often combined), and we need to help learners develop their understanding of the significant differences.

    Our second session was led by Diane Dowling, another Senior Learning Manager at the Foundation. She shared some of the development work behind Ada Computer Science, our free platform providing educators and learners with a vast set of questions and content to help understand CS.

    An educator is presenting at a conference.
    Diane presented our trial with using LLM-based automated feedback.

    Recently, we’ve been experimenting with the use of a large language model (LLM) on Ada to provide assessment feedback on long-form questions. This led to a great conversation between Diane and the audience about the practicalities, risks, and implications of such feature.

    More on what we learned from CSTA coming soon

    We had a fantastic time with the educators in Vegas and are grateful to CSTA and their sponsors for the opportunity to meet and learn from so many different people. We’ll be sharing some of what we learned from the educators we spoke to in a future blog post, so watch this space.

    A group of educators standing outside a conference venue.

    Website: LINK

  • New guide on using generative AI for teachers and schools

    New guide on using generative AI for teachers and schools

    Reading Time: 5 minutes

    The world of education is loud with discussions about the uses and risks of generative AI — tools for outputting human-seeming media content such as text, images, audio, and video. In answer, there’s a new practical guide on using generative AI aimed at Computing teachers (and others), written by a group of classroom teachers and researchers at the Raspberry Pi Computing Education Research Centre and Faculty of Education at the University of Cambridge.

    Two educators discuss something at a desktop computer.

    Their new guide is a really useful overview for everyone who wants to:

    • Understand the issues generative AI tools present in the context of education
    • Find out how to help their schools and students navigate them
    • Discover ideas on how to make use of generative AI tools in their teaching

    Since generative AI tools have become publicly available, issues around data privacy and plagiarism are at the front of educators’ minds. At the same time, many educators are coming up with creative ways to use generative AI tools to enhance teaching and learning. The Research Centre’s guide describes the areas where generative AI touches on education, and lays out what schools and teachers can do to use the technology beneficially and help their learners do the same.

    Teaching students about generative AI tools

    It’s widely accepted that AI tools can bring benefits but can also be used in unhelpful or harmful ways. Basic knowledge of how AI and machine learning works is key to being able to get the best from them. The Research Centre’s guide shares recommended educational resources for teaching learners about AI.

    A desktop computer showing the Experience AI homepage.

    One of the recommendations is Experience AI, a set of free classroom resources we’re creating. It includes a set of 6 lessons for providing 11- to 14-year-olds with a foundational understanding of AI systems, as well as a standalone lesson specifically for teaching about large language model-based AI tools, such as ChatGPT and Google Gemini. These materials are for teachers of any specialism, not just for Computing teachers.

    You’ll find that even a brief introduction to how large language models work is likely to make students’ ideas about using these tools to do all their homework much less appealing. The guide outlines creative ways you can help students see some of generative AI’s pitfalls, such as asking students to generate outputs and compare them, paying particular attention to inaccuracies in the outputs.

    Generative AI tools and teaching computing

    We’re still learning about what the best ways to teach programming to novice learners are. Generative AI has the potential to change how young people learn text-based programming, as AI functionality is now integrated into many of the major programming environments, generating example solutions or helping to spot errors.

    A web project in the Code Editor.

    The Research Centre’s guide acknowledges that there’s more work to be done to understand how and when to support learners with programming tasks through generative AI tools. (You can follow our ongoing seminar series on the topic.) In the meantime, you may choose to support established programming pedagogies with generative AI tools, such as prompting an AI chatbot to generate a PRIMM activity on a particular programming concept.

    As ethics and the impact of technology play an important part in any good Computing curriculum, the guide also shares ways to use generative AI tools as a focus for your classroom discussions about topics such as bias and inequality.

    Using generative AI tools to support teaching and learning

    Teachers have been using generative AI applications as productivity tools to support their teaching, and the Research Centre’s guide gives several examples you can try out yourself. Examples include creating summaries of textual materials for students, and creating sets of questions on particular topics. As the guide points out, when you use generative AI tools like this, it’s important to always check the accuracy of the generated materials before you give any of them to your students.

    Putting a school-wide policy in place

    Importantly, the Research Centre’s guide highlights the need for a school-wide acceptable use policy (AUP) that informs teachers, other school staff, and students on how they may use generative AI tools. This section of the guide suggests websites that offer sample AUPs that can be used as a starting point for your school. Your AUP should aim to keep users safe, covering e-safety, privacy, and security issues as well as offering guidance on being transparent about the use of generative tools.

    Teachers in discussion at a table.

    It’s not uncommon that schools look to specialist Computing teachers to act as the experts on questions around use of digital tools. However, for developing trust in how generative AI tools are used in the school, it’s important to encourage as wide a range of stakeholders as possible to be consulted in the process of creating an AUP.

    A source of support for teachers and schools

    As the Research Centre’s guide recognises, the landscape of AI and our thinking about it might change. In this uncertain context, the document offers a sensible and detailed overview of where we are now in understanding the current impact of generative AI on Computing as a subject, and on education more broadly. The example use cases and thought-provoking next steps on how this technology can be used and what its known risks and concerns are should be helpful for all interested educators and schools.

    I recommend that all Computing teachers read this new guide, and I hope you feel inspired about the key role that you can play in shaping the future of education affected by AI.

    Website: LINK

  • Four key learnings from teaching Experience AI lessons

    Four key learnings from teaching Experience AI lessons

    Reading Time: 4 minutes

    Developed by us and Google DeepMind, Experience AI provides teachers with free resources to help them confidently deliver lessons that inspire and educate young people about artificial intelligence (AI) and the role it could play in their lives.

    Tracy Mayhead is a computer science teacher at Arthur Mellows Village College in Cambridgeshire. She recently taught Experience AI to her KS3 pupils. In this blog post, she shares 4 key learnings from this experience.

    A photo of Tracy Mayhead in a classroom.

    1. Preparation saves time

    The Experience AI lesson plans provided a clear guide on how to structure our lessons.

    Each lesson includes teacher-facing intro videos, a lesson plan, a slide deck, activity worksheets, and student-facing videos that help to introduce each new AI concept. 

    It was handy to know in advance which websites needed unblocking so students could access them. 

    You can find a unit overview on the Experience AI website to get an idea of what is included in each lesson.

    “My favourite bit was making my own model, and choosing the training data. I enjoyed seeing how the amount of data affected the accuracy of the AI and testing the model.” – Student, Arthur Mellows Village College, UK 

    2. The lessons can be adapted to meet student’s needs 

    It was clear from the start that I could adapt the lessons to make them work for myself and my students.

    Having estimated times and corresponding slides for activities was beneficial for adjusting the lesson duration. The balance between learning and hands-on tasks was just right.

    A group of students at a desk in a classroom.

    I felt fairly comfortable with my understanding of AI basics. However, teaching it was a learning experience, especially in tailoring the lessons to cater to students with varying knowledge. Their misconceptions sometimes caught me off guard, like their belief that AI is never wrong. Adapting to their needs and expectations was a learning curve. 

    “It has definitely changed my outlook on AI. I went from knowing nothing about it to understanding how it works, why it acts in certain ways, and how to actually create my own AI models and what data I would need for that.” – Student, Arthur Mellows Village College, UK 

    3. Young people are curious about AI and how it works

    My students enjoyed the practical aspects of the lessons, like categorising apples and tomatoes. They found it intriguing how AI could sometimes misidentify objects, sparking discussions on its limitations. They also expressed concerns about AI bias, which these lessons helped raise awareness about. I didn’t always have all the answers, but it was clear they were curious about AI’s implications for their future.

    It’s important to acknowledge that as a teacher you won’t always have all the answers especially when teaching AI literacy, which is such a new area. This is something that can be explored in a class alongside students.

    There is an online course you can use that can help get you started teaching about AI if you are at all nervous.

    [youtube https://www.youtube.com/watch?v=gScgJf289Cs?feature=oembed&w=500&h=281]

    “I learned a lot about AI and the possibilities it holds to better our futures as well as how to train it and problems that may arise when training it.” – Student, Arthur Mellows Village College, UK

    4. Engaging young people with AI is important

    Students are fascinated by AI and they recognise its significance in their future. It is important to equip them with the knowledge and skills to fully engage with AI.

    Experience AI provides a valuable opportunity to explore these concepts and empower students to shape and question the technology that will undoubtedly impact their lives.

    “It has changed my outlook on AI because I now understand it better and feel better equipped to work with AI in my working life.” – Student, Arthur Mellows Village College, UK 

    A group of Year 10 students in a classroom.

    What is your experience of teaching Experience AI lessons?

    We completely agree with Tracy. AI literacy empowers people to critically evaluate AI applications and how they are being used. Our Experience AI resources help to foster critical thinking skills, allowing learners to use AI tools to address challenges they are passionate about. 

    We’re also really interested to learn what misconceptions students have about AI and how teachers are addressing them. If you come across misconceptions that surprise you while you’re teaching with the Experience AI lesson materials, please let us know via the feedback form linked in the final lesson of the six-lesson unit.

    If you would like to teach Experience AI lessons to your students, download the free resources from experience-ai.org

    Website: LINK