Schlagwort: education

  • Essential tips to integrate computer science into your lessons: Teacher tips from CSTA 2025

    Essential tips to integrate computer science into your lessons: Teacher tips from CSTA 2025

    Reading Time: 4 minutes

    In our latest podcast miniseries, we spoke to educators live from the CSTA 2025 annual conference in Cleveland, Ohio, to hear their top tips for integrating computer science (CS) into other subjects.

    Behind the scenes of Meg Wang, editor of the Hello World magazine presenting the latest episodes of the Hello World podcast, from CSTA 2025.

    Hello World editor, Meg Wang and the team met teachers in the exhibit hall for real-time reflections and essential teacher tips on teaching cross-curricular CS. They spoke to some amazing educators from across the United States and had a great time interacting with everyone in attendance.

    “Meeting teachers and hearing first-hand about their experiences, challenges, and triumphs was invaluable. It was amazing to meet Hello World writers in person, and to also meet future writers. Like I said at the conference, Hello World is for educators, by educators, so that means you! Everyone has valuable experience or useful advice to share, and we’re here to help you amplify that.” – Meg Wang, editor of the Hello World magazine

    Who features in the episode, and what are their tips?

    Lisa Wenzel, CS teacher from Maryland, USA

    Lisa Wenzel, CS teacher in Maryland, USA, smiling and holding a physical copy of Hello World, issue 27.

    Lisa’s top tip for integrating computer science into your lessons is to start with topics that you’re passionate about. If you’re not a CS teacher yourself, Lisa suggests finding a colleague who teaches the subject. She advises having a chat with them to explore how you can include CS concepts into subjects you’re particularly interested in.

    “I guarantee you that they’re going to have something […] to teach [another subject], and it’s going to involve computer science.” 

    Through peer discussions and collaboration between educators, you’ll discover engaging ways that you can incorporate CS into your teaching. Give it a try the next time you’re chatting to a CS teacher.

    Tiffany N. Jones, CS and Cybersecurity teacher in Georgia, USA

    Tiffany N. Jones CS & Cybersecurity teacher in Georgia, USA smiling showcasing her article in Hello World Issue 27.

    Tiffany N. Jones, author of ‘Belonging in Tech’ (featured on page 82 of Hello World Issue 27), shares her top tip to seamlessly integrate computer science into other subjects. 

    Using the example of a class studying ocean health and pollution, Tiffany shares how you can introduce students to real-world applications of computer science by exploring how sensors and microcontrollers can be used to collect environmental data. 

    She then suggests exploring how databases and programming languages can be used to analyse and visualise the data that the sensors and microcontrollers have recorded. This not only deepens your learner’s scientific understanding but also demonstrates how computing concepts are used in real-world industry practices.

    Rick Ballew, CS and Engineering teacher in Minnesota, USA

    Rick Ballew CS & Engineering teacher in Minnesota, USA smiling holding a physical copy of Hello World issue 27

    Rick’s top tip for integrating CS is to first think about your favourite lesson and consider ways that you can introduce computational thinking.

    In the podcast, Rick says:

    “chances are, computational thinking is already a part of that lesson you’re doing. Call it out to the students, and that’s going to help them to start understanding how computer science is baked into everything we do.” 

    Rick also offers a great example from his experience as a band teacher. He shares how learning to read a new piece of music is very similar to the steps involved in computational thinking. s

    “[You’ve] got to break it down. There’s abstraction. You’ve got to figure out the sequencing, and you create the way that you’re going to learn it. And that is all part of computational thinking.” 

    This approach shows students that CS isn’t just coding; it’s a way of thinking that can be applied across disciplines.

    Listen now

    To hear more practical teacher tips and discover what else our guest teachers had to say, listen to or watch the full episode here. 

    We hope this episode inspires you and helps you to engage your students in computing. We’d love to hear your thoughts, your feedback, and any of your own tips on how to integrate CS into other subjects. Share your advice in the comments section below.

    We hope you enjoy the episode!

    More to listen to next week

    Next week, we’ll be sharing an interesting conversation between Ben Garside, Senior Learning Manager (AI Literacy) at the Raspberry Pi Foundation, Leonida Soi, Learning Manager (Kenya) at the Raspberry Pi Foundation, and two of our global Experience AI partners, Monika Katkutė-Gelžinė from Vedliai in Lithuania, and Aimy Lee from Penang Science Cluster in Malaysia.

    Selfie with the Hello World Podcast team

    They’ll be exploring what AI education looks like around the world and what teachers need to feel confident teaching it.

    You can watch or listen to each episode of our podcast on YouTube, or listen via your preferred audio streaming service, whether that’s Apple Podcasts, Spotify, or Amazon Music. 

    Subscribe to Hello World today to ensure you never miss a podcast episode or issue of the magazine.

    Website: LINK

  • Adapting our computing curriculum resources for Kenya — the journey so far

    Adapting our computing curriculum resources for Kenya — the journey so far

    Reading Time: 4 minutes

    Young people everywhere deserve a high-quality computing education. But what a high-quality computing education looks like differs depending on a learner’s culture, context, and the existing provision in the country they live in. Therefore, adapting our educational resources for a range of contexts is a key part of our work at the Raspberry Pi Foundation, for example when we collaborate with partners to localise our Computing Curriculum resources.

    Two young people using a computer.

    In this blog post, we share our experiences of adapting curriculum resources with our partners in Kenya, and the impact of this work. This is the first post in a mini-series of three — look out for the upcoming ones about our partnerships in the Indian states of Odisha and Telangana.

    Our computing curriculum partnerships in Kenya

    Last year, we embarked on partnerships in two areas of Kenya and aimed to roll out computing curriculum resources to students in grades 4 to 9 in Kenyan schools:

    During the 2024 academic year, we trained 39 local community trainers, who subsequently trained 453 teachers. We also adapted The Computing Curriculum materials to develop resources — lesson plans, presentation slides, and supporting activities — that are relevant and engaging in the schools our partners work with.

    Educators participate in a teacher training in Kenya.

    Impact in 2024

    We estimate that around 55,000 students were reached by our Kenya computing curriculum resources in 2024. Most teachers who had used our resources felt the lessons had improved their students’ knowledge and skills. Of those who responded to our follow-up survey:

    • 94% agreed that their students had improved their knowledge of computing concepts
    • 92% agreed that their students have developed their computing skills
    • 90% agreed that their students better understand how to use technology safely.
    Young people using tablets in a classroom.

    This was supported by conversations with teachers and students. In student focus groups, students were able to list topics they had learned about and skills they had developed.

    “….The lessons have had a significant positive impact on the students. They now demonstrate greater confidence in using technology, particularly with tasks involving programming in Scratch. This has improved their problem-solving skills and made them more engaged in learning.” – Teacher, Mombasa

    “In my computing lessons, I’ve learned how to use a computer safely and properly. I learned how to type, use the mouse, and open programs. We also learned about coding, which is really fun because we can make things happen on the screen by giving the computer instructions. I’ve also learned how to create a simple document using software like Excel sheets. I really enjoy using the computer to solve problems and make things work.” – Learner, Arid and Semi Arid Lands

    Implementation: Challenges, solutions, and building on progress

    While teachers tended to agree that students’ skills and knowledge had increased, fewer felt that most students had achieved the specific learning objectives identified in the resources. This was often due to the content being only partially delivered, for example, due to limited availability of computing equipment in schools. However, many students lacked prior experience with the topics covered in the lessons, suggesting a large improvement in their skills compared to a low baseline.

    Young people learning about computing in a classroom.

    Similarly, some training sessions were affected by challenges with the equipment, infrastructure, and learning environment available. Teachers were appreciative of the training and many have begun to deliver the computing lessons, but often lacked prior experience with computing and hence requested additional support.

    In response to feedback from partners and teachers, we made some updates to our Computing Curriculum and training resources in preparation for the 2025 academic year. For example, we increased the alignment to Kenya’s national curriculum, prepared a more comprehensive teacher guide, and incorporated time for teachers to discuss solutions to common delivery challenges during training.

    Educators participate in a teacher training in Kenya.

    In 2025, we are working with partners to upskill even more teachers and broaden the reach of our computing lessons to a further four counties. Our partners have now begun upskilling both new and existing teachers on the updated resources, and we will continue to work with them to monitor and evaluate their programme’s success in the coming months.

    Want to learn more about our curriculum resources?

    You can access our free Computing Curriculum resources on our website — we are currently working to make the materials for Kenya, and for India, downloadable there.

    Look out for the next blog in this mini-series in July!

    Website: LINK

  • How to give your students structure as they learn programming skills

    How to give your students structure as they learn programming skills

    Reading Time: 5 minutes

    Creating a computer program involves many different skills — knowing how to code is just one part. When we teach programming to young people, we want to guide them to learn these skills in a structured way. The ‘levels of abstraction’ framework is a great tool for doing that. This blog describes how using the framework will benefit you and your learners in the computing classroom.

    Two learners at a laptop in a computing classroom.

    We’re also excited to share our new Pedagogy Quick Read, which you can download for free to:

    • Find practical tips for using the ‘levels of abstraction’ framework with your learners
    • Read a summary of the research behind the framework

    Learning to program: Everything at once?

    Creating a program from the ground up can be daunting, especially for new learners. Without support, they’ll likely get stuck sooner or later; programs rarely work the first time round. And the more complex the problem that a program is addressing, the more likely it is that the first version of the program won’t work.

    In a computing classroom, two girls concentrate on their programming task.

    One reason that learning to program can be challenging is that it involves understanding a lot of specific concepts and applying many varied skills. From early on in their learning journey, young people need to have a firm grasp of concepts such as repetition, selection, variables, and functions. Also fundamental to learning to program well is the skill of abstraction: understanding a task and identifying which details are relevant and which can be ignored.

    To get to grips with all these different concepts and skills, young people need structure — otherwise they’ll try to hold everything in their head at once, and likely feel overwhelmed by the cognitive load. This sort of experience may cause them to disengage instead of persisting. They may even decide that programming is not for them.

    In light of these challenges, the ‘levels of abstraction’ framework is a great tool for teaching.

    The benefits of the ‘levels of abstraction’ framework

    The framework breaks programming down into four levels, each focusing on a different aspect of creating a program:

    • Problem: Analysing the problem or task the program should address, to understand and record the requirements.
    • Design: Turning the analysis into an algorithm — a set of steps for the computer to follow to create the desired output. This can involve flowcharts or storyboards, but importantly no code.
    • Code: Developing the code based on the design (and building the physical components if any are involved).
    • Running the code: Testing the code, checking outputs, and debugging where necessary.

    Throughout the processes of developing a program, learners (and professional programmers) move between these levels as they implement their designs and debug them, sometimes even returning to the problem level if more analysis or clarification is needed.

    Young child in the classroom using Scratch to program.

    Potential benefits of the ‘levels of abstraction’ framework for teachers:

    • It helps you break down the activity of programming into discrete parts.
    • It helps you engage your learners, as you can show them that programming involves more than knowing how to code.
    • If your learners get stuck with their programming, the framework can help you guide them to a solution.

    Potential benefits for learners:

    • The framework will help them think through all the steps needed to create a program that works, and practise their problem-solving skills and analytical thinking.
    • They will more readily see how programming connects to their world — at the problem level — and find aspects of programming where they have strengths and can use their creativity.
    • They will gain a stronger idea of how software is built in the tech sector.

    Our new Quick Read shares tips on how to best use the framework in your teaching.

    Things to aim for when using the framework with your learners:

    • Be aware of what level they are working at and when it’s time to switch to a different one.
    • Understand that, when they encounter an issue with their program, they can step back and use the framework to figure out where the issue comes from. The issue might be a bug in the code, the algorithm not working as intended, or a description of the problem not taking into account something important.

    We hope you find the framework useful. If you have ideas for how to use it in your teaching, why not share them in the comments?

    Teaching programming: The wider context

    When following the ‘levels of abstraction’ approach, learners need to explain how programs work and debug them. That means program comprehension is a key skill here. You may have already helped your learners to develop and practise this skill, for example with the PRIMM approach. The Block Model is another useful tool for helping your learners talk about various aspects of a program. And if you use the pair programming approach in programming activities, your learners can improve their program comprehension by talking about their code with each other. On our website, you’ll find more guidance on the best ways to teach programming and computing.

    Photo of a young person coding on a desktop computer.

    And what about generative artificial intelligence (AI) tools for programmers? In the age of AI, we think young people still need to learn to code because it empowers them to navigate and think critically about all digital technologies, including AI. And while generative AI tools can help a skilled programmer create quality code more quickly, more research is needed to show whether such tools help school-age young people build their understanding as they learn to code. You can see some of the great work being done in this area if you catch up with our 2024 research seminar series.

    The ‘levels of abstraction’ framework is useful in your teaching no matter what tools young people use to create programs. Even with an AI tool, they will still need to work at all four levels of abstraction to program effectively. 

    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

  • 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

  • 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

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

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

    Reading Time: 3 minutes

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

    Mind the gap: gender representation in STEM 

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

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

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

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

    Breaking down barriers: how educators and organizations are driving change

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

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

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

    How you can make a difference

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

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

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

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

    Website: LINK

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

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

    Reading Time: 6 minutes

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    UN Special Rapporteur highlights urgent education challenges

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

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

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

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

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

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

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

    Website: LINK

  • David Cuartielles receives the Open Source Award on Skills and Education

    David Cuartielles receives the Open Source Award on Skills and Education

    Reading Time: 3 minutes

    We are proud to announce that David Cuartielles, co-founder of Arduino, has been honored with the Open Source Award on Skills and Education 2025 and has become a founding member of the Open Source Academy of Europe. This prestigious award recognizes individuals who have made outstanding contributions to open-source education, ensuring that knowledge remains accessible to all.

    David’s impact on the world of education and technology is undeniable, but this recognition is about more than just one person’s efforts: it is a celebration of the huge community of educators, students, and innovators who have embraced open-source tools, shaping the way we all engage with technology and empowering millions worldwide.

    To share this moment with all of you, here are some key reflections from David’s acceptance speech.

    A lifelong commitment to education and openness

    “I became an engineer by following my own dreams. Since then, I have devoted my professional career to education. I taught, and still teach, programming and electronics to artists and designers. As a side effect, I co-authored what is probably the most copied piece of educational hardware to date – Arduino. Hardware that we decided to publish under an open license.”

    When Arduino was introduced in 2005, open-source hardware was a radical idea. At the time, open licenses were primarily associated with software, music, and written content, not physical artifacts. Arduino helped expand the reach of openness, to include design files for hardware, lab tools, and even furniture. This was a game-changer for education, enabling students, researchers, and makers everywhere to build, modify, and share technology freely.

    “We were the hippies of hardware, but we believed that open licenses were the way to ensure full access to tools for students and researchers. We were part of an emergent movement happening on a global scale, and we were lucky to arrive early.”

    Defending openness in the modern world

    But as open-source adoption has grown, its meaning has shifted. What once symbolized accessibility, collaboration, and ethical responsibility has, in some cases, become diluted within large corporate structures. David spoke directly to this concern: “Openness went from being a club of misfits to being what everyone wanted to be. Being a hacker was once seen as dangerous and strangely illegal… now, it’s what parents want for their kids, fueled by stories of economic success.”

    Despite widespread – often superficial – adoption, the political values and ethical foundations of open source are fading. “This is the moment to address the elephant in the room. We now live in a world where some claim to be creating open-source LLMs running on the public cloud, but neither are the LLMs open, nor is the cloud public.”

    David’s message is clear: the open-source movement must reaffirm its roots in solidarity, companionship, and social progress. True openness should continue to empower individuals, foster collaboration, and break down barriers to education and innovation.

    A heartfelt thank you

    David concluded his speech by acknowledging the people who have supported him throughout his journey:

    “I would like to thank all of those who supported me on the way: my colleagues and students at Malmö University, the community members and mates at Arduino, my friends, and my family. Thank you.”

    This award is a recognition not just of David’s achievements, but of the shared effort of the Arduino community and the global open-source movement. It’s a moment to reflect on how far we’ve come and to continue pushing forward, together.

    Congratulations to Dr. David Cuartielles, and thank you to everyone who carries the spirit of open-source forward!

    The post David Cuartielles receives the Open Source Award on Skills and Education appeared first on Arduino Blog.

    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

  • Arduino Education at Bett 2025: Shaping the future of K-12 and HE

    Arduino Education at Bett 2025: Shaping the future of K-12 and HE

    Reading Time: 3 minutes

    Mark your calendars… Arduino Education is coming to Bett UK 2025! Taking place for three days from January 22nd-24th at the ExCeL exhibition center in London, Bett is the ultimate global event for educational innovation. 

    We are attending the stand with our partner CreativeHut again this year. Join us at our booth (Stand NF10) where we’ll bring the future of education to life. Get hands-on with our latest solutions, meet our passionate team of experts, and discover how you can use Arduino Education kits in the classroom to boost STEAM skills and improve learning outcomes. 

    Explore the latest EdTech solutions for K-12 teachers

    If you’ve been keeping up with our social media posts, you’ll know that we recently launched block-based coding for the Alvik robot. Now’s your chance to see it in action. Perfect for younger learners, block-based coding with Alvik enables students as young as seven to engage with robotics through hands-on, cross-disciplinary projects and lessons. And don’t miss our live demos showcasing just how simple it is to program Alvik using MicroPython too.

    But that’s not all. You’ll also have the chance to get hands-on with the Plug and Make Kit – a powerful tool that allows educators and students to explore the world of IoT (Internet of Things). Designed for hands-on learning, the kit includes seven engaging projects that provide a structured starting point. And with seamless integration into Arduino Cloud, collaboration and innovation have never been easier.

    Are you an HE educator? We’ve got you covered too!

    If you’re teaching at the higher education level, we’ve got something special for you too. Stop by our stand to explore the cutting-edge PLC Starter Kit, an incredible resource for teaching industrial automation. Designed to bridge the gap between theory and practice, this kit prepares students for real-world challenges and helps them grasp complex concepts with ease.

    And here’s the really exciting part – we’ll be showcasing a brand-new kit specifically designed for higher education in industry automation. Be among the first to experience this innovative solution, designed to take advanced learning to the next level. You heard it here first!

    Get involved with interactive demos and more

    At our booth, you’ll have the opportunity to take part in interactive demonstrations and explore a comprehensive content platform catering to K-12 and higher education. This includes resources on coding, robotics, DIY smart IoT projects, PLC (Programmable Logic Controllers), and computer vision solutions, all aimed at enriching the educational journey.

    Will we be award winners?

    We’re beyond excited to share that Arduino Education has been shortlisted for the Bett Awards 2025 in the category of AV, VR/AR, Robotics, or Digital Devices – and it’s all thanks to our incredible Alvik robot! Watch this space to find out if we win!

    We can’t wait to see you at Bett 2025. For more information and to book your ticket, visit the Bett website.

    The post Arduino Education at Bett 2025: Shaping the future of K-12 and HE appeared first on Arduino Blog.

    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

  • 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

  • 7 powerful ways to integrate Collaborative Coding into education with the Arduino Cloud

    7 powerful ways to integrate Collaborative Coding into education with the Arduino Cloud

    Reading Time: 4 minutes

    Collaborative coding in education can be a game-changer for students, providing them with real-world skills in communication, teamwork, and problem-solving.

    With the new collaborating coding feature of the Arduino Cloud, students can collaborate in real time on coding projects, making it easier to test, integrate, and refine their work in the classroom or remotely.

    If you are on a paid Cloud School or Business plan and you have created a Shared Space, Collaborative Coding will already be enabled for you. Just open a sketch file from your organization space and start editing.

    You can purchase an Arduino Cloud School or Business plan on this page.

    How does Collaborative Coding work?

    Before, to edit a shared sketch, the user needed to make a copy to edit it, only the owner could edit the original sketch. Users could end up with many copies of the same sketch. Now, if you’re editing a shared sketch and another user tries to access it, they’ll get an instant notification in the lower corner of the Arduino Cloud Editor. Once you’re done or have uploaded the sketch, the other user can edit it.

    Below are seven ways that showcase how collaborative coding can enhance learning experiences in educational settings.

    1. Remote team projects

    In today’s increasingly connected world, remote collaboration has become a critical skill. By assigning students to a remote team project, such as building a smart greenhouse, educators can simulate real-world tasks. In this scenario, each student tackles a different component of the project: one works on coding for temperature sensors, another handles humidity control, while another focuses on pressure regulation.

    Through real-time collaboration tools, students can test and integrate their code seamlessly, making it easier to identify and resolve issues as they arise. This approach doesn’t just encourage communication and teamwork; it also gives students valuable exposure to the challenges of coordinating efforts across distances – a skill essential in modern engineering and tech careers.

    2. Peer learning and mentorship

    As the students code, mentors can provide immediate feedback, guide them through debugging, and teach best practices. This instant interaction accelerates learning by allowing students to correct mistakes as they occur and learn more efficiently. Mentors can also demonstrate advanced coding techniques, improving the overall skill set of junior students while fostering a supportive learning environment.

    3. Interdisciplinary projects

    A great way to incorporate collaborative coding is through interdisciplinary projects, which  bring together students from diverse fields like computer science, physics, and environmental science. Take a weather station project, for example. Each student can code different elements, and with the Collaborative Coding feature, they can seamlessly integrate their work into a unified system in real time. This setup not only helps students share their domain-specific knowledge but also prepares them for real-world scenarios where interdisciplinary collaboration is crucial.

    4. Classroom code review sessions

    Arduino Cloud simplifies live code review sessions. Teachers can use the platform to host collaborative peer reviews, where students suggest improvements and optimizations on each other’s code. The Collaborative Coding feature allows these suggestions to be implemented and tested instantly, creating an interactive learning experience. This real-time feedback helps students improve their coding skills by learning to write cleaner, more efficient code. It also exposes them to different problem-solving approaches.

    5. Hackathons and coding competitions

    Hackathons are a great way to encourage teamwork and creative problem-solving, with students having to work closely together under time constraints. The Collaborative Coding feature enables real-time teamwork, allowing students to brainstorm, write, and debug code simultaneously. This setup encourages effective communication and quick decision-making, which are crucial skills in high-pressure environments like coding competitions. Students also learn how to divide tasks, manage time, and integrate different components swiftly.

    6. Cross-school collaborative projects

    Collaborative coding doesn’t have to be limited to one classroom. By connecting students from different schools, you can promote collaboration on larger, more ambitious projects. For example, students from various schools could work on a shared environmental monitoring system, with each school responsible for different parts such as data collection, interface design, and system integration.

    Using the Collaborative Coding feature, they can integrate their code into a unified system in real time, learning from each other’s approaches and gaining exposure to different coding styles and experiences.

    7. Pair programming exercises

    In pair programming exercises, two students work together on a single coding task – whether that’s in the classroom or remotely. One student writes the code while the other reviews it in real time, and they switch roles regularly so both get hands-on experience with every part of the project.

    This technique encourages close collaboration and helps  students develop their communication skills and systematic debugging techniques. It also gives them the opportunity to learn from each other’s strengths and weaknesses, improving their overall coding abilities.

    Conclusion

    Integrating collaborative coding into the classroom can dramatically enhance the learning experience for students, giving them the skills they need to thrive in the modern workforce. From remote team projects and interdisciplinary work to peer mentoring and hackathons, these use cases demonstrate how coding can be both a collaborative and creative activity. By fostering teamwork, communication, and technical expertise, educators can prepare students for success in coding and beyond.

    The post 7 powerful ways to integrate Collaborative Coding into education with the Arduino Cloud appeared first on Arduino Blog.

    Website: LINK

  • Introduce the Code Editor into your school

    Introduce the Code Editor into your school

    Reading Time: 2 minutes

    Since we first launched the Code Editor, a free online tool designed to support young people  as they learn text-based programming, we’ve been excited to hear how educators have been trying it out in their classrooms. 

    “I used the Code Editor with my computer science students yesterday and it worked a dream! Students were able to write and run code without any issues.” 

    – Head of Computer Science

    The Code Editor is designed for learning, rather than for professional use, and is informed by our understanding of pedagogy and computing education. It can be accessed from a web browser without installing any additional software. 

    Earlier this year, we announced that we’d be introducing classroom management features and we’re now pleased to confirm that we’ve launched the beta version of Code Editor for Education with school accounts. You can be the first to try out the new features, together with the many schools who have chosen to pre-register their school accounts.

    Simple and easy classroom management

    We’ve kept the educator interface clean, simple, and easy to use. School owners can invite other teachers to join, add students, organise students into classes, and help students reset their passwords quickly. Educators can create coding projects to share with students and view their work.

    Example image of the Raspberry Pi Foundation Code Editor, showcasing its classroom management features.

    All features, totally free

    We’ve added these classroom management features because one of the key problems we’ve seen educators face over the past months has been the lack of an affordable tool to teach text-based coding in the classroom. We will always provide the Code Editor and all of its features to educators and students for free. 

    Safe and private by design

    We take safeguarding seriously, providing visibility of student work at all times, as well as features such as the ability to report a concern. In line with best practices protecting children online, we minimise data capture so that we have just enough to keep students safe. 

    Future developments 

    As the platform is currently in beta, we’d love to hear what you think of the new classroom management features — please send us your feedback. 

    We’ll be actively looking to develop new features over the coming months. Such features are set to include an extended set of Python libraries, custom instructions that sit alongside starter code projects and teacher-to-student feedback capabilities. All new developments will be informed by ongoing educator feedback. 

    Find out more and register for a free school account.

    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

  • Free online course on understanding AI for educators

    Free online course on understanding AI for educators

    Reading Time: 5 minutes

    To empower every educator to confidently bring AI into their classroom, we’ve created a new online training course called ‘Understanding AI for educators’ in collaboration with Google DeepMind. By taking this course, you will gain a practical understanding of the crossover between AI tools and education. The course includes a conceptual look at what AI is, how AI systems are built, different approaches to problem-solving with AI, and how to use current AI tools effectively and ethically.

    Image by Mudassar Iqbal from Pixabay

    In this post, I will share our approach to designing the course and some of the key considerations behind it — all of which you can apply today to teach your learners about AI systems.

    Design decisions: Nurturing knowledge and confidence

    We know educators have different levels of confidence with AI tools — we designed this course to help create a level playing field. Our goal is to uplift every educator, regardless of their prior experience, to a point where they feel comfortable discussing AI in the classroom.

    Three computer science educators discuss something at a screen.

    AI literacy is key to understanding the implications and opportunities of AI in education. The course provides educators with a solid conceptual foundation, enabling them to ask the right questions and form their own perspectives.

    As with all our AI learning materials that are part of Experience AI, we’ve used specific design principles for the course:

    • Choosing language carefully: We never anthropomorphise AI systems, replacing phrases like “The model understands” with “The model analyses”. We do this to make it clear that AI is just a computer system, not a sentient being with thoughts or feelings.
    • Accurate terminology: We avoid using AI as a singular noun, opting instead for the more accurate ‘AI tool’ when talking about applications or ‘AI system’ when talking about underlying component parts. 
    • Ethics: The social and ethical impacts of AI are not an afterthought but highlighted throughout the learning materials.

    Three main takeaways

    The course offers three main takeaways any educator can apply to their teaching about AI systems. 

    1. Communicating effectively about AI systems

    Deciding the level of detail to use when talking about AI systems can be difficult — especially if you’re not very confident about the topic. The SEAME framework offers a solution by breaking down AI into 4 levels: social and ethical, application, model, and engine. Educators can focus on the level most relevant to their lessons and also use the framework as a useful structure for classroom discussions.

    The SEAME framework gives you a simple way to group learning objectives and resources related to teaching 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).

    You might discuss the impact a particular AI system is having on society, without the need to explain to your learners how the model itself has been trained or tested. Equally, you might focus on a specific machine learning model to look at where the data used to create it came from and consider the effect the data source has on the output. 

    2. Problem-solving approaches: Predictive vs. generative AI

    AI applications can be broadly separated into two categories: predictive and generative. These two types of AI model represent two vastly different approaches to problem-solving. 

    People create predictive AI models to make predictions about the future. For example, you might create a model to make weather forecasts based on previously recorded weather data, or to recommend new movies to you based on your previous viewing history. In developing predictive AI models, the problem is defined first — then a specific dataset is assembled to help solve it. Therefore, each predictive AI model usually is only useful for a small number of applications.

    Seventeen multicoloured post-it notes are roughly positioned in a strip shape on a white board. Each one of them has a hand drawn sketch in pen on them, answering the prompt on one of the post-it notes "AI is...." The sketches are all very different, some are patterns representing data, some are cartoons, some show drawings of things like data centres, or stick figure drawings of the people involved.
    Rick Payne and team / Better Images of AI / Ai is… Banner / CC-BY 4.0

    Generative AI models are used to generate media (such as text, code, images, or audio). The possible applications of these models are much more varied because people can use media in many different kinds of ways. You might say that the outputs of generative AI models could be used to solve — or at least to partially solve — any number of problems, without these problems needing to be defined before the model is created.

    3. Using generative AI tools: The OCEAN process

    Generative AI systems rely on user prompts to generate outputs. The OCEAN process, outlined in the course, offers a simple yet powerful framework for prompting AI tools like Gemini, Stable Diffusion or ChatGPT. 

    Three groups of icons representing people have shapes travelling between them and a page in the middle of the image. The page is a simple rectangle with straight lines representing data. The shapes traveling towards the page are irregular and in squiggly bands.
    Yasmine Boudiaf & LOTI / Better Images of AI / Data Processing / CC-BY 4.0

    The first three steps of the process help you write better prompts that will result in an output that is as close as possible to what you are looking for, while the last two steps outline how to improve the output:

    1. Objective: Clearly state what you want the model to generate
    2. Context: Provide necessary background information
    3. Examples: Offer specific examples to fine-tune the model’s output
    4. Assess: Evaluate the output 
    5. Negotiate: Refine the prompt to correct any errors in the output

    The final step in using any generative AI tool should be to closely review or edit the output yourself. These tools will very quickly get you started but you’ll always have to rely on your own human effort to ensure the quality of your work. 

    Helping educators to be critical users

    We believe the knowledge and skills our ‘Understanding AI for educators’ course teaches will help any educator determine the right AI tools and concepts to bring into their classroom, regardless of their specialisation. Here’s what one course participant had to say:

    “From my inexperienced viewpoint, I kind of viewed AI as a cheat code. I believed that AI in the classroom could possibly be a real detriment to students and eliminate critical thinking skills.

    After learning more about AI [on the course] and getting some hands-on experience with it, my viewpoint has certainly taken a 180-degree turn. AI definitely belongs in schools and in the workplace. It will take time to properly integrate it and know how to ethically use it. Our role as educators is to stay ahead of this trend as opposed to denying AI’s benefits and falling behind.” – ‘Understanding AI for educators’ course participant

    All our Experience AI resources — including this online course and the teaching materials — are designed to foster a generation of AI-literate educators who can confidently and ethically guide their students in navigating the world of AI.

    You can sign up to the course for free here: 

    A version of this article also appears in Hello World issue 25, which will be published on Monday 23 September and will focus on all things generative AI and education.

    Website: LINK

  • “Catch me if you can!” — How Alvik learns to dodge trouble with AI, featuring Roni Bandini

    “Catch me if you can!” — How Alvik learns to dodge trouble with AI, featuring Roni Bandini

    Reading Time: 3 minutes

    Have you ever discovered a cool piece of tech buried in your drawer and thought, “This could make for an awesome project”? That’s exactly what happened to Roni Bandini, maker, writer, electronics artist – and Arduino Alvik Star! 

    Bandini began coding at 10 years old, and has always found automatons and robots fascinating. About Alvik, he has said, “I really like this little robot—the elegance of its concept and design. As soon as I encountered it, I dove into several projects aimed at expanding its default capabilities.”

    One of those projects in particular caught our attention, and we are excited to share it with you.

    Getting the building blocks ready

    After stumbling upon a tiny Seeed Studio XIAO ESP32S3 with an OV2640 camera sensor, Bandini saw its potential right away. It was the perfect tool to upgrade Arduino’s Alvik robot with computer vision. His mission? To teach Alvik to evade law enforcement officials – or at least a LEGO® police figure!

    Since both the Alvik main board and the XIAO cam board use ESP32, Bandini used ESPNow – a fast communication protocol – to connect the camera with the robot. He then 3D-printed two support bars and attached them with a pair of M3 screws.

    Learning to react fast!

    But before the epic police chase could begin, Alvik needed some training. Bandini took pictures of the LEGO® police figure and a ball and uploaded them to Edge Impulse. He then exported the trained model as an Arduino library using the EON compiler, before importing the zip file into the Arduino IDE.

    Once everything was set up and the MicroPython script created, Alvik was ready to roll. As it moved forward, the robot took pictures and processed them through a machine learning (ML) model. If it detected the police figure, Alvik would turn around and flash a red light. In other words, it was time to make a quick getaway!

    For more details on this exciting project, including a link to a YouTube demo, visit Bandini’s blog post here.

    Making it useful

    However, the action doesn’t stop there. Although Alvik can drive autonomously, Bandini has also adapted a remote control from the 1980s to give himself even more control. How? By writing C++ routines that translate the remote’s coordinates into commands. These commands are then sent via ESPNow to the MAC address of the ESP32 in Alvik, where they trigger functions to move the robot.

    Inspired by an old-school advertisement for the Omnibot 2000 robot, Bandini has even taught Alvik to bring him a glass of whiskey! While we don’t recommend this for anyone under the legal drinking age, there’s no reason why you can’t substitute it for your favorite refreshments!

    New to robotics? Explore the Arduino Alvik page to learn more or head straight to the store to start your own adventure today!

    The post “Catch me if you can!” — How Alvik learns to dodge trouble with AI, featuring Roni Bandini appeared first on Arduino Blog.

    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

  • Why is STEAM education important for kids? 6 activity tips

    Why is STEAM education important for kids? 6 activity tips

    Reading Time: 4 minutes

    School’s out for summer – at least for most of us. While the majority of children (and teachers!) will probably be breathing a huge sigh of relief, parents face a new challenge: how to keep kids engaged during the long break. Of course, downtime is important, but there are also loads of fun ways to keep those brains fired up and prevent the summer slide.

    As we explain in this article, incorporating STEAM education (Science, Technology, Engineering, Arts, and Mathematics) into your child’s summer routine is a great place to start. Read on for our top tips for success, along with some interesting summer STEAM activities to try at home.

    The benefits of STEAM education 

    As most parents will know, STEAM education has numerous benefits for children of all ages. In addition to stimulating their natural curiosity and creativity, it helps to build critical thinking and problem-solving skills. STEAM activities also allow kids to understand how scientific theory applies to real-world applications and scenarios. This makes the learning experience more relevant and enjoyable. Who knows, it might even spark a lifelong passion for STEAM or open their eyes to potential future careers. 

    With so much to offer, it’s no wonder STEAM education has become an integral part of the curriculum. But that doesn’t mean you have to keep it to the classroom.You can bring STEAM learning to life at home too. And with the extended summer break now upon us, there’s never been a better time to give it a go! 

    Exploring STEAM at home: advice for parents

    Whether you’re a parent/carer to an enthusiastic elementary-aged youngster or a fiercely independent middle schooler, here are six practical tips for you:

    1. Prioritize interactive activities

    Hands-on projects are always popular with kids, regardless of age. To make STEAM education as interesting as possible, choose interactive projects that encourage children to get stuck in. Classic summer STEAM activities like making bath bombs, a volcano or a lava lamp are all great examples – just be prepared for things to get messy!

    2. Let children take the lead

    Where possible, give children the freedom to explore STEAM activities independently. This is an excellent way to build their self-confidence and problem-solving skills, which will serve them in the future. While younger children may need support, you can still encourage open-ended play. Their creativity and ingenuity might just surprise you.

    3. Try a new activity together

    Although independent exploration is important, collaborating on a STEAM project with your child can be equally beneficial. As well as being an ideal bonding opportunity, tackling something new together also shows children how it’s possible to work through challenges and new situations. This popular egg drop challenge might be a good option if you really want to test your problem-solving abilities and don’t mind the inevitable clean-up afterwards!

    4. Opt for something tangible

    In today’s digital world, pick an activity that lets kids play with a physical object. The Arduino Alvik robot is perfect for starting a coding journey with your kids. It provides hands-on experience as they build their own robot – whether it’s an automated mug delivery car, an autonomous patrol vehicle, or even a customized moon rover.

    5. Make the connection to the real world

    You only have to glance around your home to see STEAM in practice. Why not encourage your teenager to explore this further with our Oplà IoT Kit? The kit comes with eight IoT projects that demonstrate how to make everyday appliances smart. Older children can easily control them with a mobile app. Plus, they have access to all the advanced features of Arduino Cloud to easily control their projects in a single platform.

    6. Connect activities to your child’s interests

    Another way to stimulate an interest in STEAM is to relate it to something your child already enjoys, such as coding, baking, sports, gaming, music etc. Find hands-on activities that demonstrate how their passion relates to key STEAM concepts. For example, this Bluetooth-controlled LEGO® toy car project is ideal for introducing LEGO®-loving kids to the basics of electronics. Meanwhile, music fans might want to try making and playing their own keyboard with the Arduino Starter Kit. 

    Experimenting with STEAM education at home helps to keep children’s minds active and engaged over the long summer break. Just remember that the goal is for them to have fun, play and explore – anything else is a bonus. So be patient, flexible, and supportive, and celebrate the process of discovery and learning together. 

    Keep reading for more ideas on how to use Arduino with kids or explore our hands-on educational kits here. 

    The post Why is STEAM education important for kids? 6 activity tips appeared first on Arduino Blog.

    Website: LINK

  • Introducing a computing curriculum in Odisha

    Introducing a computing curriculum in Odisha

    Reading Time: 5 minutes

    We are working with two partner organisations in Odisha, India, to develop and roll out the IT & Coding Curriculum (Kaushali), a computing curriculum for government high schools. Last year we launched the first part of the curriculum and rolled out teacher training. Read on to find out what we have learned from this work.

    A group of teachers is standing outside a school building.

    Supporting government schools in Odisha to teach computing

    Previously we shared an insight into how we established Code Clubs in Odisha to bring computing education to young people. Now we are partnering with two Indian civil society organisations to develop high school curriculum resources for computing and support teachers to deliver this content.

    With our two partners, we trained 311 master teachers during July and August 2023. The master teachers, most often mathematics or science teachers, were in turn tasked with training teachers from around 8000 government schools. The aim of the training was to enable the 8000 teachers to deliver the curriculum to grades 9 and 10 in the June 2023 – April 2024 academic year.

    A master teacher is delivering a training session to a group of teachers.

    At the Foundation, we have been responsible for providing ongoing support to 1898 teachers from 10 districts throughout the academic year, including through webinars and other online and in-person support.

    To evaluate the impact our work in Odisha is having, we gathered data using a mixed-methods approach that included gathering feedback from teachers via surveys and interviews, visiting schools, capturing reflections from our trainers, and reviewing a sample of students’ projects.

    Positive impact on teachers and students

    In our teacher survey, respondents were generally positive about the curriculum resources:

    • 87% of the 385 respondents agreed that the curriculum resources were both high quality and useful for their teaching
    • 91% agreed that they felt more confident to teach students IT & Coding as a result of the curriculum resources

    Teachers also tended to agree that the initial training had helped improve their understanding and confidence, and they appreciated our ongoing support webinars.

    “The curriculum resources are very useful for students.” – Teacher in Odisha

    “The webinar is very useful to acquire practical knowledge regarding the specific topics.”  – Teacher in Odisha

    Teachers who responded to our survey observed a positive impact on students:

    • 93% agreed their students’ digital literacy skills had improved
    • 90% agreed that their students’ coding knowledge had improved

    Students’ skills were also demonstrated by the Scratch projects we reviewed. And students from Odisha shared 314 projects in Coolest Projects — our online technology showcase for young people — including the project ‘We’ll build a new Odisha’ and an apple catching game.

    A master teacher is delivering a training session to a group of teachers.

    Feedback and observations about teacher training

    On school visits, our team observed that the teachers adopted and implemented the practical elements of the initial training quite well. However, survey responses and interviews showed that often teachers were not yet using all the elements of the curriculum as intended.

    In their feedback, many teachers expressed a need for further regular training and support, and some reported additional challenges, such as other demands on their time and access to equipment.

    A master teacher is delivering a training session to a group of teachers.

    When we observed training sessions master teachers delivered to teachers, we saw that, in some cases, information was lost within the training cascade (from our trainers, to master teachers, to teachers), including details about the intended pedagogical approach. It can be difficult to introduce experienced teachers to new pedagogical methods within a short training session, and teachers’ lack of computing knowledge also presents a challenge.

    We will use all this data to shape how we support teachers going forward. Some teachers didn’t share feedback, and so in our further evaluation work, we will focus on making sure we hear a broad and representative range of teachers’ views and experiences.

    What’s new this year?

    In the current academic year, we are rolling out more advanced curriculum content for grade 10 students, including AI literacy resources developed at the Foundation. We’re currently training master teachers on this content, and they will pass on their knowledge to other teachers in the coming months. Based on teachers’ feedback, the grade 10 curriculum and the training also include a recap of some key points from the grade 9 curriculum.

    Two master teachers are delivering a presentation to teachers.

    A State Resource Group (SRG) has also been set up, consisting of 30 teachers who will support us with planning and providing ongoing support to master teachers and other teachers in Odisha. We have already trained the SRG members on the new curriculum content to enable them to best support teachers across the state. In addition to this, our local team in Odisha plans to conduct more visits and reach out directly to teachers more often. 

    Our plans for the future

    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. A critical part of achieving this vision is the development of a comprehensive computing curriculum for grade 6 to 12, specifically tailored for government schools in India. Thanks to our work in Odisha, we are in a better position to understand the unique challenges and limitations of government schools. We’re designing our curriculum to address these challenges and ensure that every Indian student 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 via india@raspberrypi.org.

    We take 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