Schlagwort: install instructions

  • Beyond phone bans: Empowering students to critically navigate and reimagine technology

    Beyond phone bans: Empowering students to critically navigate and reimagine technology

    Reading Time: 6 minutes

    Amidst heated discussion of smartphones and their impacts on young people’s lives, it’s become a frequent recommendation to ban phones in schools. Below I summarise the research evidence on smartphone bans (it’s mixed) and share tips for computing educators on how to constructively address the topic with their learners and empower them to think critically about technology design.

    Photo of a young person showing their mobile phone to a peer.

    A turning tide

    2024 was the year the tide turned against smartphones. Across the world, parents, teachers, and governments highlighted the risks of excessive phone use among young people. In the UK, the ‘Smartphone Free Childhood’ movement emerged, quickly growing to 100,000 members who advocate for keeping smartphones away from children due to concerns about addiction, harmful content, and mental health. Jonathan Haidt’s global bestseller The Anxious Generation has further fuelled the movement, linking smartphone use to adolescent mental health issues and recommending phonefree schools. Meanwhile, countries including England, France, and Finland have urged schools to adopt strict phone bans, hoping to reduce classroom distractions and enhance student safety.

    Photo of a young person in a classroom showing their phone screen to their friends.

    Despite widespread support, academic research on phone bans remains limited and inconclusive. Given this situation, computing educators are uniquely positioned to offer an alternative approach.

    Evaluating evidence on phone bans 

    The rapid spread of school smartphone bans is a straightforward response to complex issues around personal technology use in education. Teachers and parents frequently view phones as inherently disruptive, a perspective supported by studies that show phones can impair students’ focus and engagement in lessons. Concerns about cyberbullying and addiction contribute to this view, with many educators seeing bans as a practical solution to mitigate risks. Surveys in England reveal that nearly half of all secondary schools now enforce all-day bans. This trend was supported by teachers participating in my master’s degree research, who see these policies as necessary to reduce distractions and maintain control in the classroom. 

    “Calls for outright bans may oversimplify the conversation.”

    Yet calls for outright bans may oversimplify the conversation, limiting opportunities to examine both the benefits and the risks of smartphone use in schools. Evidence on the impact of phone restrictions is mixed: while some studies suggest restrictions may benefit learning, especially for students who struggle the most, others indicate no significant impact on academic outcomes. Additionally, recent findings show that cyberbullying is not directly linked to time spent online, with traditional bullying still more prevalent in schools. Even the narrative around smartphone addiction is contested, with some researchers suggesting that concerns about addiction may be overstated. And some schools do not have access to digital devices for learners and then smartphones may play a crucial role in teaching and learning digital literacy skills.

    Photo of four young people sitting at their desks, on their mobile phones.

    As the debate over smartphone bans continues, educators have an opportunity to move beyond restrictions and engage students in understanding the technology that shapes their lives. This is where computing educators can really make a difference. How can they guide students to understand why technology is designed to capture attention and what lies behind these design choices?

    Understanding and questioning the design of technology 

    School smartphone bans can feel like a hopeless act that suggests phones and social media are inherently incompatible with learning and student well-being. This approach assumes the only solution is to remove them, rather than considering how these technologies might be better managed or reimagined to support young people. What if, instead of banning phones, educators worked with students to explore why they are so captivating and how they could be designed differently? Computing educators can lead this exploration. With digital literacy as part of their curriculum, computing teachers can help students question the motives behind their devices, fostering a critical understanding of the forces shaping their digital world.

    “With digital literacy as part of their curriculum, computing teachers can help students question the motives behind their devices, fostering a critical understanding of the forces shaping their digital world.”

    At the heart of how social media platforms are designed is their business models. Tech companies rely on features such as notifications, autoplay, and infinite scrolling to maximise user engagement and revenue. This is part of what the writer Shoshana Zuboff calls “surveillance capitalism”, where companies gather vast amounts of behavioural data by keeping users engaged on their platforms for as long as possible.

    In the classroom, educators can open discussions with students on the motives behind technology design, exploring questions such as why platforms want users to stay engaged, and what data they are collecting. Activities might include analysing popular apps to identify which features encourage prolonged use, or debating how social media could be designed to prioritise user wellbeing. By critically examining these design choices, students can better understand the forces driving their digital interactions and consider ways in which technology could be reimagined to serve them, rather than just profiting from them. 

    Collaborative policymaking 

    Once young people understand why phones and social media are designed the way they are, educators can work with students to create phone policies that reflect shared values and goals. This collaborative approach encourages students to take ownership of their technology use, and computing teachers, drawing on their knowledge of technology design and digital literacy, are ideally positioned to facilitate these discussions.

    Photo of three school pupils together looking at a mobile phone.

    Research suggests that policies developed with student input are more effective, as they foster responsibility and engagement. By involving students in policymaking, educators can encourage them to consider how phones could support rather than hinder learning. For example, students might agree that phones should stay off during certain times, or in certain spaces, but that they might be useful in other scenarios where access benefits learning. This kind of flexibility ensures that phones are used thoughtfully, allowing for both practical boundaries and opportunities for educational use.

    Critical skills for navigating the digital world

    As debate around smartphone use in schools continues, academic research remains inconclusive on the effectiveness of phone bans. This uncertainty presents computing educators with an opportunity to move beyond restrictive policies and foster deeper understanding. By guiding students to explore why phones and social media are designed to capture attention, we can help to equip them with the critical skills needed to navigate their digital world thoughtfully. Involving students in crafting flexible, meaningful phone policies reinforces this understanding, giving them a sense of agency in shaping technology’s role in their lives.

    Close up photo of a desk with school books, various coloured pens and a mobile phone in shot.

    Computing educators are uniquely positioned to empower students, not just as users, but as active challengers of technology design norms. Embracing a collaborative approach allows computing educators to inspire students to envision a future where technology genuinely serves their growth and their learning, rather than commercial interests.

    More on digital literacy for young people

    A version of this article appears in the newest issue of Hello World magazine, which is all about teaching digital literacy. Explore issue 26 and download your free PDF copy today.

    You can also listen to our recent Hello World podcast episode discussing the myth of the ‘digital native’ and whether today’s young people are tech-savvy or tech-dependent.

    Website: LINK

  • Teaching digital literacy without devices

    Teaching digital literacy without devices

    Reading Time: 5 minutes

    Lack of access to devices presents teachers with challenges in any setting. In schools, money is often limited and digital technology may not be the priority when buildings need maintenance or libraries need replenishing. This issue is particularly important when the very subject you teach relies on and relates to devices that you may have limited or no access to.

    An educator helps students with a coding task in a classroom.

    It must be frustrating for teachers in this situation to see marketing campaigns from companies showing how their curriculum offering will use the very latest in robotics, AI, or media production, when the teachers’ reality is that they don’t have anything like the means or resources to deliver this. 

    Fortunately there are approaches that can help. Below I outline some of the ways we are working with teachers to make the teaching of computing and digital literacy less resource-heavy and more accessible and equitable. 

    Schools in Kenya: A case study 

    Our work with Kenyan teachers has brought the access issue into sharp focus for us. We are currently developing free resources to deliver the Kenyan curriculum to schools in Mombasa and the Frontier Counties. There are big contrasts both between and within these two areas of the country. Some schools are well equipped with digital technology, while others have very little access to any computing devices; in these schools, smartphones play a crucial role.

    Students code in Scratch on a computer.

    With that in mind, the curriculum resources we develop suggest class activities that make the most of limited devices, such as the use of projected demonstrations. We also provide a step-by-step guide to computing tasks, with screenshots, to guide learners through the tasks conceptually. This ensures learners understand the process and can apply their new knowledge once they gain access to the necessary devices. 

    We make these resources available online and in downloadable documents. This means the resources can be taken offline and taught in places without stable internet connection. We are also careful to limit file sizes, to make downloads more accessible. Wherever possible, our resources are device-agnostic, so that they can be accessed on a wide range of devices, including personal devices such as mobile phones.

    A close-up shot shows a person's hand holding a small red LED light, which is illuminated.

    As well as tailoring curriculum resources, we have also adapted our teacher training to make it more accessible for people with less experience of using computing devices. For example, during a recent project coaching community trainers in Mombasa, we emphasised activities that improve digital skills on various devices. This meant that when passing the training on to other teachers, the community trainers had a broader set of skills across a wider range of devices.

    An educator delivers a lesson to students in a classroom.
    You’ll be able to read more about the impact of our work with Kenyan schools in an upcoming blog post.

    Unplugged activities

    Even computing-specific concepts such as a programming construct can, to a degree, be taught with very limited access to devices. Unplugged activities, where no digital technology is required, can be used to introduce fundamental concepts such as sequencing and repetition.

    A group of men holding a string.

    For example, you can ask learners to recognise patterns in repeating sequences of colours and identify how to describe the sequences without repeating the colours many times. While it is good practice to link the learning from an unplugged activity back to a plugged activity, students will still benefit when that is not possible. 

    Emulators 

    There are also a significant number of devices which offer online emulator apps that mirror the functions of the physical device. Consider Bee-Bot floor robots, which can be relatively expensive to purchase and may get damaged in a classroom. If you don’t have the physical device, its emulator app provides a similar experience.

    Three young learners present their coding project.

    Similarly, the micro:bit, a versatile microcontroller for young people, can be emulated in the MakeCode programming environment, including all its buttons and sensors. There are also numerous emulators which enable you to make and test your own circuits using a variety of hardware platforms. 

    What do you actually need? 

    Sometimes it can be helpful to look up what devices you actually need — they might not be as expensive as you think. General-purpose, single-board computers such as Raspberry Pi can be bought new for less than £25, and more powerful models still under £50.

    A young learner is building his project at a Coolest Projects event.

    Similarly, microcontrollers such as Raspberry Pi Pico, micro:bit, or Crumble, range from about £5 to £20 per device. Accessories such as LEDs, jumper leads, motors, and buzzers are also reasonably priced. They can be a relatively low-cost entry into physical computing and robotics, especially if you pair them with craft materials or share devices between students.

    Make the most of it 

    However limited your access to devices is, I encourage you to:

    • Look out for partners or solution providers that prioritise inclusivity and accessibility in their resources
    • Consider whether you can make activities accessible on a wider range of devices and use what students may already have (check out the OctoStudio app for smartphones for example)
    • Use unplugged activities, and relate them back to plugged devices when possible
    • Look up devices which might be more affordable than you realised

    If you have your own tips to share with fellow teachers, please comment below.

    More on digital literacy

    You can discover our free teacher training and classroom resources, and read about how we’ve integrated digital literacy in The Computing Curriculum.

    A version of this article appears in the newest issue of Hello World magazine, which is all about digital literacy. Explore issue 26 and download your free PDF copy today.
    You can also listen to our recent Hello World podcast episode exploring three teachers’ digital literacy tips for the classroom.

    Website: LINK

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

    Experience CS: A safe, creative way to teach computing

    Reading Time: 3 minutes

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

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

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

    A safe, teacher-managed environment

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

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

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

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

    Tailor-made for schools

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

    Here’s how:

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

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

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

    Be the first to try Experience CS

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

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

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

    Website: LINK

  • Research insights to help learners develop data awareness

    Research insights to help learners develop data awareness

    Reading Time: 7 minutes

    An increasing number of frameworks describe the possible contents of a K–12 artificial intelligence (AI) curriculum and suggest possible learning activities (for example, see the UNESCO competency framework for students, 2024). In our March seminar, Lukas Höper and Carsten Schulte from the Department of Computing Education at Paderborn University in Germany shared with us a unit of work they’ve developed that could inform such a curriculum. At its core, the unit enhances young people’s awareness of how their personal data is used in the data-driven technologies that form part of their everyday lives.

    Headshot of Lukas Höper
    Lukas Höper
    Headshot of Dr Carsten Schulte
    Carsten Schulte

    Lukas Höper and Carsten Schulte are part of a larger team who are investigating how to teach school students about data science and Big Data.

    Carsten explained that Germany’s informatics (computing) curriculum includes a competency area known as Informatics, People and Society (IPS), which explores the interrelationships between technology, individuals, and society, and how computation influences and is influenced by social, ethical, and cultural factors. However, research has suggested that teachers face several problems in delivering this topic, including:

    • Lack of subject knowledge 
    • Lack of teaching material
    • Lack of integration with other topics in informatics lessons
    • A perception that IPS is the responsibility of other subjects

    Some of the findings of that 2007 research were mirrored in a more recent local study in 2025, which found that although there have been some gains in subject knowledge in the interval period, the problems of a lack of teaching material and integration with other computer science (CS) topics persist, with IPS increasingly perceived as the responsibility of the informatics subject area alone. Despite this, within the informatics curriculum, IPS is often the first topic to be dropped when educators face time constraints — and concerns with what and how to assess the topic remain. 

    Photo focused on a young person working on a computer in a classroom.

    In this context, and as part of a larger, longitudinal project to promote data science teaching in schools called ProDaBi, Carsten and Lukas have been developing, implementing, and evaluating concepts and materials on the topics of data science and AI. Lukas explained the importance of students developing data awareness in the context of the digital systems they use in their everyday lives, such as search engines, streaming services, social media apps, digital assistants, and chatbots, and emphasised the difference between being a user of these systems and a data-aware user. Using the example of image recognition and ‘I am not a robot’ Captcha services, Lukas explained how young people need to develop a data-aware perspective of the secondary purposes of the data collected by these (and other) systems, as well as the more obvious, primary purposes. 

    Lukas went on to illustrate the human interaction system model, which presents a continuum of possible different roles, from the student as the user of digital artefacts to the student as the designer of digital artefacts. 

    Figure 1. Different roles in interactions with data-driven technologies
     Figure 1. Different roles in interactions with data-driven technologies

    To become data-aware users of digital artefacts, students need to be able to understand and reflect on those digital artefacts. Only then can they proceed to become responsible designers of digital artefacts. However, when surveyed, some students were only moderately interested in engaging with the inner workings of the digital technologies they use in their everyday lives. Many students prefer to use the systems and are less interested in how they process data. 

    The explanatory model approach in computing education

    Lukas explained how students often become more interested in data-driven technologies when learning about them with explanatory models. Such models can foster data awareness, giving students a different perspective of data-driven technologies and helping them become more empowered users of them. 

    To illustrate, Lukas gave the example of an explanatory model about the role of data in digital systems. Such a model can be used to introduce the idea that data is explicitly and implicitly collected in the interaction between the user and the technology, and used for primary and secondary purposes. 

    The four parts of the explanatory model.
    Figure 2. The four parts of the explanatory model

    Lukas then introduced two teaching units that were developed for use with middle school children to evaluate the success of the explanatory model approach in computing education. The first unit explores location data collected by mobile phone networks and the second features recommendation systems used by movie streaming services such as Netflix and Amazon Prime.

    Taking the second unit as their focus, Lukas and Carsten outlined the four parts of the explanatory model approach: 

    Part 1

    The teaching unit begins by introducing recommendation systems and asking students to think about what a streaming service is, how a personalised start page is constructed, and how personal recommendations might be generated. Students then complete an unplugged activity to simulate the process of making movie recommendations for a peer:

    Task 1: Students write down movie recommendations for another student. 

    Task 2: They then ask each other questions (they collect data). 

    Task 3: They write down revised movie recommendations.

    Task 4: They share and evaluate their recommendations.  

    Task 5: Together they reflect on which collected data was helpful in this exercise and what kind of data a recommendation system might collect. This reflection introduces the concepts of explicit and implicit data collection. 

    Part 2

    In part 2, students are given a prepared Jupyter Notebook, which allows them to explore a simulation of a recommendation system. Students rate movies and receive personal recommendations. They reconstruct a data model about users, using the idea of collaborative filtering with the k-nearest neighbours algorithm (see Figure 3). 

    Figure 3. Data model of movie ratings
    Figure 3. Data model of movie ratings

    Part 3

    In part 3, the concepts of primary and secondary purposes for data collection are introduced. Students discuss examples of secondary purposes such as personalised paywalls for movies that can be purchased, and subscriptions based on the predictions of future behaviour. The discussion includes various topics about individual and societal issues (e.g. filter bubbles, behaviour engineering, information asymmetry, and responsible development of data-driven technologies). 

    Part 4

    Finally, students use the explanatory model as an ‘analytical lens’. They choose other examples from their everyday lives of technologies that implement recommendation systems and analyse these examples, assessing the data practices involved. Students present their results in class and discuss their role in these situations and possible actions they can take to become more empowered, data-aware users.

    Uses of explanatory models

    Using the explanatory model is one approach to make the Informatics, People and Society strand of the German informatics curriculum more engaging for students, and addresses some of the problems teachers identify with delivering this competency area. 

    In presenting the idea of the explanatory model, Carsten and Lukas emphasised that the model in use delivers content as well as functioning as a tool to design teaching content. In the example above, we see how the explanatory model introduces the concepts of:

    1. Explicit and implicit data collection
    2. Primary and secondary purposes of that data 
    3. Data models 

    The explanatory model framework can also be used as a focus for academic research in computing education. For example, further research is needed to evaluate if explanatory models are appropriate or ‘correct’ models and to determine the extent to which they are useful in computing education. 

    In summary, an explanatory model provides a specific perspective on and explanation of particular computing concepts and digital artefacts. In the example given here, the model focuses on the role of data in a recommender system. Explanatory models are representations of concepts, artefacts, and socio-technical systems, but can also serve as tools to support teaching and learning processes and research in computing education. 

    Figure 4. Overview of the perspectives of explanatory models
    Figure 4. Overview of the perspectives of explanatory models. Click to enlarge.

    The teaching units referred to above are published on www.prodabi.de (in German and English). 

    See the background paper to the seminar, called ‘Learning an explanatory model of data-driven technologies can lead to empowered behaviour: A mixed-methods study in K-12 Computing education’.

    You can also view the paper describing the development of the explanatory model approach, called ‘New perspectives on the future of Computing education: Teaching and learning explanatory models’.

    Join our next seminar

    In our current seminar series, we’re exploring teaching about AI and data science. Join us at our next seminar on Tuesday 13 May at 17:00–18:30 BST to hear Henriikka Vartiainen and Matti Tedre (University of Eastern Finland) discuss how to empower students by teaching them how to develop AI and machine learning (ML) apps without code in the classroom.

    To sign up and take part in our research seminars, click below:

    You can also view the schedule of our upcoming seminars, and catch up on past seminars on our previous seminars and recordings page.

    Website: LINK

  • How to bring digital literacy into your classroom: practical tips from the Hello World podcast

    How to bring digital literacy into your classroom: practical tips from the Hello World podcast

    Reading Time: 4 minutes
    Teacher tips: Digital literacy thumbnail. The background of the image comprises of a still taken from the episode, featuring Hello World podcast host James Robinson on the right of the image. The episode title 'Teacher tips: Digital literacy' is overlayed on the left of the screen. The Hello World logo has been superimposed on the top right hand corner of the image.

    Are you looking to strengthen digital literacy in your classroom? In the latest episode of the Hello World podcast, three experienced teachers from the USA and the UK share practical tips they’ve used in their classrooms to help their students build digital literacy. Whether you’re just getting started with digital literacy or looking for new ideas, the episode is full of real-world advice you can apply straight away.

    Behind the scenes image of the team recording an episode of the Hello World podcast.
    Behind the scenes whilst recording the Teacher Tips: Digital literacy episode of the Hello World podcast.

    The episode also marks the launch of a new mini-series on the Hello World podcast focusing on digital literacy. Throughout the series, which totals three episodes, we’ll continue conversations that feature in the latest issue of the Hello World magazine, sharing expert insights and real-world examples from educators who are integrating digital literacy into their classrooms.

    So tune in this week, then stay tuned!

    Who features in this episode, and what will I learn?

    We’ve got tips from three teachers whose articles feature in Hello World’s newest magazine issue.

    Katie Dahlman from Bloomington, MN, USA

    Get ready for some top tips from Katie Dahlman, a preschool teacher and Digital Learning Specialist in Bloomington Public Schools in Minnesota, USA. With over 16 years of experience as an early childhood educator, Katie has dedicated her time to developing engaging computer science (CS) lessons for young learners.

    Headshot of Katie Dahlamn, a guest teacher who featured on the 'Teacher tips: Digital literacy' episode of the Hello World podcast.

    Katie believes that digital literacy starts with building foundational skills to prepare students for their roles as digital citizens. One of the tips Katie shares in the episode emphasises the importance of integrating computational thinking into the classroom: 

    “My second tip for enhancing digital literacy in your classroom is to integrate computational thinking skills and vocabulary into your existing curriculum.”

    Read Katie’s article ‘Tech tinkering and teamwork’ on pages 52–53 of Hello World, issue 26.

    Curt Hitchens from Rock Spring, GA, USA

    We also hear from Curt Hitchens, a computer science teacher at Saddle Ridge Elementary and Middle School in Rock Spring, Georgia, USA. Since 2018, Curt has been teaching computer science and now serves as a Virtual CS Specialist for the Georgia Department of Education.

    Headshot of Curt Hitchens, a guest teacher who featured on the 'Teacher tips: Digital literacy' episode of the Hello World podcast.

    Curt explains in the podcast that digital literacy is about equipping students with the necessary skills to use technology effectively in everyday situations and the workplace. He also shares an important tip for teachers, encouraging them to give students regular chances to engage in hands-on learning:

     “Make sure that you’re providing consistent opportunities for creation and exploration within your classes.”

    Read Curt’s article ‘Computer science opportunities in rural schools’ on pages 46–47 of Issue 26.

    Halima Bhayat, London, UK

    The episode also features Halima Bhayat, the Head of Computing and Digital T Levels at Ursuline High School in London, UK. Halima is an Asian Women of Achievement 2021 Finalist, a digit<all> ambassador, an Amazon teacher, and the Computing at School Merton lead for all schools.

    Headshot of Halima Bhayat, a guest teacher who featured on the 'Teacher tips: Digital literacy' episode of the Hello World podcast.

    With a wealth of experience, she emphasises that digital literacy is more than about using technology — it’s about understanding how the digital world functions, how technology shapes our daily lives, and how it impacts individuals and communities.

    One of Halima’s top tips for enhancing digital literacy in the classroom is to focus on touch typing. She believes that students should be equipped with fast and efficient typing skills, as so many tasks today are online.

    “My first tip would be to get [your students] touch typing, get them to start becoming faster with their fingers on those keyboards, because lots of things have become online.”

    Read Halima’s article ‘From switches to success’ on pages 76–77 of Issue 26.

    Listen now

    To hear more practical tips and discover what else our guest teachers have 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 the topic of digital literacy in the comments section below.

    We hope you enjoy the episode!

    More to listen to next week

    Next week, the podcast brings you an insightful conversation featuring Rachel Arthur, Chief Learning Officer at the Raspberry Pi Foundation, Dr Jessica Hamer from King’s College London, and Becky Patel from Tech She Can.

    Photo of Dr. Jessica Hamer, Becky Patel and Rachel Arthur, on set of the Hello World podcast.

    They’ll discuss the current state of girls’ engagement in computing and explore ways to empower young women in computing at school, at university, and onwards into their careers.

    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

  • Raspberry Pi Foundation joins UNESCO’s Global Education Coalition

    Raspberry Pi Foundation joins UNESCO’s Global Education Coalition

    Reading Time: 3 minutes

    Introduction

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

    Global Education Coalition.

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

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

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

    Coalition achievements

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

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

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

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

    A group of educators at a conference.

    Digital Transformation Collaborative

    Our commitment to the Coalition

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

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

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

    Six pillars for the digital transformation of education.

    Conclusion

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

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

    Website: LINK

  • Hello World #26 out now: Digital Literacy

    Hello World #26 out now: Digital Literacy

    Reading Time: 4 minutes

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

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

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

    Digital literacy

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

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

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

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

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

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

    New podcast series in audio and video

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

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

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

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

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

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

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

    Share your thoughts & subscribe to Hello World

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

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

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

    Website: LINK

  • Supporting teachers to integrate AI in K–12 CS education

    Supporting teachers to integrate AI in K–12 CS education

    Reading Time: 5 minutes

    Teaching about artificial intelligence (AI) is a growing challenge for educators around the world. In our current seminar series, we are gaining insights from international computing education researchers on how to teach about AI and data science in the classroom. In our second seminar, Franz Jetzinger from the Technical University of Munich, Germany, presented his work on supporting teachers to integrate AI into their classrooms. Franz brings a wealth of relevant experience to his research as an accomplished textbook author and K–12 computer science teacher.

    A photo of Franz Jetzinger in a library.

    Franz started by demonstrating how widespread AI systems and technologies are becoming. He argued that embedding lessons about AI in the classroom presents three challenges: 

    1. What to teach (defining AI and learning content)
    2. How to teach (i.e. appropriate pedagogies)
    3. How to prepare teachers (i.e. effective professional development) 

    As various models and frameworks for teaching about AI already exist, Franz’s research aims to address the second and third challenges — there is a notable lack of empirical evidence integrating AI in K–12 settings or teacher professional development (PD) to support teachers.

    Using professional development to help prepare teachers

    In Bavaria, computer science (CS) has been a compulsory high school subject for over 20 years. However, a recent update has brought compulsory CS lessons (including AI) to Year 11 students (15–16 years old). Competencies targeted in the new curriculum include defining AI, explaining the functionality of different machine learning algorithms, and understanding how artificial neurons work.

    Two students are seated at a desk, collaborating on a computing task.

    To help prepare teachers to effectively teach this new curriculum and about AI, Franz and colleagues derived a set of core competencies to be used along with existing frameworks (e.g. the Five Big Ideas of AI) and the Bavarian curriculum. The PD programme Franz and colleagues developed was shaped by a set of key design principles:

    1. Blended learning: A blended format was chosen to address the need for scalability and limited resources and to enable self-directed and active learning 
    2. Dual-level pedagogy (or ‘pedagogical double-decker’): Teachers were taught with the same materials to be used in the classroom to aid familiarity
    3. Advanced organiser: A broad overview document was created to support teachers learning new topics 
    4. Moodle: An online learning platform was used to enable collaboration and communication via a MOOC (massive open online course)

    Analysing the effectiveness of the PD programme

    Over 300 teachers attended the MOOC, which had an introductory session beforehand and a follow-up workshop. The programme’s effectiveness was evaluated with a pre/post assessment where teachers completed a survey of 15 closed, multiple-choice questions on their AI competencies and knowledge. Pre/post comparisons showed teachers’ scores improved significantly having taken part in the PD. This is surprising as a large proportion of participants achieved high pre-scores, indicating a highly motivated cohort with notable prior experience teaching about AI.

    Additionally, a group of teachers (n=9) were invited to give feedback on which aspects of the PD programme they felt contributed to the success of implementing the curriculum in the classroom. They reported that the PD programme supported content knowledge and pedagogical content knowledge well, but they required additional support to design suitable learning assessments.

    The design of the professional development programme

    Using action research to aid AI teaching 

    A separate strand of Franz’s research focuses on the other key challenge of how to effectively teach about AI. Franz engaged teachers (n=14) in action research, a method whereby teachers engage in classroom-based research projects. The project explored what topic-specific difficulties students faced during the lessons and how teachers adapted their teaching to overcome these challenges.

    The AI curriculum in Bavaria

    Findings revealed that students struggled with determining whether AI would benefit certain tasks (e.g. object recognition, text-to-speech) or not (e.g. GPS positioning, sorting data). Franz and colleagues reasoned that students were largely not aware of how AI systems deal with uncertainty and overestimated their capabilities. Therefore, an important step in teaching students about AI is defining ‘what an AI problem is’. 

    A teenager learning computer science.

    Similarly, students struggled with distinguishing between rule-based and data-driven approaches, believing in some cases that a trained model becomes ‘rule-based’ or that all data models are data-driven. Students also struggled with certain data science concepts, such as hyperparameter, overfitting and underfitting, and information gain. Franz’s team argue that the chosen tool, Orange Data Mining, did not provide an appropriate scaffold for encountering these concepts. 

    Finally, teachers found challenges in bringing real-world examples into the classroom, including the use of reinforcement learning and neural networks. Franz and colleagues reasoned that focusing on the function of neural networks, as opposed to their structure, would aid student understanding. The use of high-quality (i.e. well-prepared) real-world data sets was also suggested as a strategy for bridging theoretical ideas with practical examples. 

    Addressing the challenges of teaching AI

    Franz’s research provides important insights into the discipline-specific challenges educators face when introducing AI into the classroom. It also underscores the importance of appropriate professional development and age-appropriate and research-informed materials and tools to support students engaging with ideas about AI, data science, and machine learning.

    Students sitting in a lecture at a university.

    Further reading and resources

    If you are interested in reading more about Franz’s work on teacher professional development, you can read his paper on a scalable professional development offer for computer science teachers or you can learn more about his research group here.

    Join our next seminar

    In our current seminar series, we are exploring teaching about AI and data science. Join us at our next seminar on Tuesday 8 April at 17:00–18:30 BST to hear David Weintrop, Rotem Israel-Fishelson, and Peter F. Moon from the University of Maryland introduce ‘API Can Code’, an interest-driven data science curriculum for high-school students.

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

    The schedule of our upcoming seminars is online. You can catch up on past seminars on our previous seminars and recordings page.

    Website: LINK

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

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

    Reading Time: 3 minutes

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

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

    Three female students at the Coding Academy in Telangana.

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

    Key findings from the evaluation

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

    A group of students in a classroom.

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

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

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

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

    Key factors for effective implementation

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

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

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

    Join us in shaping the future

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

    Website: LINK

  • Experience CS: a new way to teach computer science

    Experience CS: a new way to teach computer science

    Reading Time: 4 minutes

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

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

    An educator helps students with a coding task.

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

    Built by educators, for educators 

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

    Two students use computers in a classroom.

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

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

    A creative and safe learning experience 

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

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

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

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

    Free forever, for everyone

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

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

    Building on the legacy of CS First 

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

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

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

    Website: LINK

  • Three ways to help students learn about the impact of technology

    Three ways to help students learn about the impact of technology

    Reading Time: 5 minutes

    As adults, it’s easy for us to see the impact technology has had on society and on our lives. Yet when I tell pupils that, within my lifetime, it wasn’t always illegal to hold your mobile phone to your ear and have a call while driving, they are horrified. They are living in the now and don’t yet have the perspective to allow them to see the change that has happened. 

    With the greater understanding we now have of technology and its impact, we can better learn from previous mistakes, make decisions around ethical behaviour (such as whether to use a phone while driving), and critically engage in real-world issues. 

    As teachers, allocating some time to this topic throughout the year can seem challenging, but by implementing a few small changes, the benefits might be more than you imagine. Here are three ways you can help your students explore the impact of technology.

    1. Change the format of your lessons by stepping away from devices 

    As teachers know, some computing lessons work best when students don’t use devices, whether it’s a matter of students designing programs before starting to code them, drawing  maps of their school network, or discussing the implications of bias in AI training models. It’s important that learners recognise that computers are tools — sometimes they allow us to do and achieve great things, but sometimes there are other approaches that are more suitable. 

    A group of young people investigate computer hardware together.

    Spending time discussing the impact of technology can help learners decide for themselves when technology is an asset, and when it is a burden. Another advantage of changing the format of your computing lessons away from device usage is that they may appeal to a wider range of students. While some students may not be interested in using technology, they may enjoy debating ethics, discussing world events, or finding solutions to real-world problems — all of which can take centre stage in a more discussion-focused computing lesson.     

    This approach can also demonstrate to your class that lots of different skill sets are needed in the computing industry, and inspire your learners to consider career paths they might have otherwise dismissed. In addition, open, discussion-based lessons can give your learners food for thought, encouraging them to approach tasks in subsequent lessons with a greater appreciation of broader issues — whether they’re designing a program, deciding what features to build into a website, or how to structure a database. 

    2. Connect your lessons to real-world events

    Young people exist in an interesting space when it comes to world events. Even if they’re not engaged in current affairs, they’ll probably still encounter a lot of content about what’s happening in the world. They may see snippets of news footage on television, hear adults talking about a big event, or — with so much of their lives now happening online — stumble across trending stories and associated opinions while using social media, apps, and websites.  

    Close up of two young people working at a computer.

    Young people will often try to make sense of all these bits of information, filling in the blanks. The problem is that if we don’t talk to young people about what they’re hearing, they may fill in the blanks incorrectly. Before you know it, they might be anxious that artificial intelligence will take over the world, or that adults hate TikTok for no reason. 

    It’s important to equip young people with the skills to think about real-world events — and developments related to technology — critically and calmly. 

    Headlines such as “Why the USA is banning TikTok” or self-help articles with titles like “Why muting people on social media will change your life” could make brilliant focus points for a lesson or activity about the impact of technology. Discussing these kinds of headlines and articles can help your learners consider their own opinions, apply what they know about how technology works, and gain a sense of grounding in our often turbulent world. 

    By encouraging your learners to articulate what they know and apply it to real-world situations, you’ll enrich their computing education while also nurturing responsible digital citizens.  

    3. Encourage students to have difficult conversations

    The role of a computing teacher is often broad. Beyond curriculum and teaching responsibilities, it will usually involve providing tech support (changing ink in printers, for instance) and dealing with safeguarding incidents that have happened between pupils at the weekend. 

    Safeguarding is a key part of teaching. Effective safeguarding should include teaching your learners about what to do in difficult scenarios, like when a WhatsApp group goes awry, when an image is shared on social media when it shouldn’t have been, or when a game becomes popular that your learners aren’t old enough to play. 

    Computing teachers often have to be prepared with a lesson to deal with safeguarding incidents, such as a WhatsApp group gone awry.
    Computing teachers often have to be prepared with a lesson to deal with safeguarding incidents, such as a WhatsApp group gone awry.

    Each of these scenarios is an example of technology’s impact on our lives. It’s important that your learners know how to deal with these scenarios and can have different opinions while talking and listening to each other. Also, if your learners can do these things, it will make things easier in the future if you need to talk to a particular learner about something inappropriate they’ve done.  

    By encouraging your learners to have difficult conversations, you’ll practise how to navigate the tension between legality, rules from home, and best-practice advice from external sources. You’ll also have lessons that you can refer back to: “Remember when we were discussing the TikTok ban? How might some of those conversations relate to this situation? What about when we discussed when to block people on games or on social media? Would that be appropriate here?” 

    Raising awareness that the impact of technology can enrich lessons

    Technology is going to continue to impact the lives of the pupils we work with, whether they can recognise that or not. Increasing their awareness of the impact technology is having, in both positive and negative ways, will enrich your lessons, show that content is relevant to your learners, and help protect them when they have to make their own critical decisions. 

    There are suggestions in this article to use with learners of all ages, but if you want more support on how to teach the topic with older learners, we have an online course for educators (helloworld.cc/impactoftech) and a unit of work for 14-year-olds (helloworld.cc/ks4impact).

    A version of this article also appears in Hello World issue 24.

    Website: LINK

  • Celebrating young tech creators at Coolest Projects Ireland 2025

    Celebrating young tech creators at Coolest Projects Ireland 2025

    Reading Time: 4 minutes

    Earlier this month, young creators gathered at the Sport Ireland Campus National Indoor Training Centre in Dublin for Coolest Projects Ireland 2025, an inspiring showcase of creativity, coding, and problem solving. With more than 80 participants sharing over 60 incredible projects, this year’s event highlighted the passion and innovation of young creators from across Northern Ireland and the Republic of Ireland.

    The day offered the chance for young people to share their digital projects, engage with a like-minded community, chat with VIP judges, and take part in exciting coding activities like Astro Pi Mission Zero. The event was once again supported by Meta, who sponsored the new AI category, continuing their commitment to promoting the importance of digital skills to young people.

    Photo of two young people showing the Coolest Projects judges their project at Coolest Projects Ireland 2025.

    Celebrating creativity 

    Coolest Projects is a space for all digital projects, across all levels and categories, from hardware inventions to AI to Scratch. The event celebrates not just the finished products, but also the learning journeys of young creators and skills such as problems solving and creativity.

    Helen Gardner, Programme Manager at the Raspberry Pi Foundation, shared her enthusiasm about this year’s showcase:

    “Returning to Dublin for Coolest Projects is always such a joy! It’s incredible to see the enthusiasm, creativity, and talent of young creators as they bring their ideas to life. This event is all about celebrating the community and inspiring the next generation of problem-solvers. It’s always so inspiring to witness their amazing projects and the energy they bring to the day!”

    Participants at Coolest Projects Ireland included young people from schools, coding clubs such as Code Club and CoderDojo, and independent makers. Many were returning participants, excited to showcase their latest projects and connect with fellow creators. The sense of community and encouragement was felt throughout the event, with mentors, parents, and judges offering valuable support and feedback to support growth and celebrate achievements.

    Spotlight on the judges favourites

    This year, judges were particularly impressed with the originality and impact of the projects. We caught up with four of the creators to find out why being involved in Coolest Projects Ireland was important to them.

    Photo of creators on stage at Coolest Projects Ireland alongside Meta judges.

    Sister duo, Riddhiba and Aarushiba, created Innovaid, a project that uses technology to improve safety at events.

    “We wanted to solve a problem that was affecting a large number of people. Having read news articles, and having talked to people who have had bad experiences at concerts and large events, we wanted to solve this problem that has been ongoing for many years. Although technology has advanced rapidly in the past years, there are still flaws in large event management leading to incidents and deaths. We wanted to incorporate safety, medical aid, crowd management, and inclusivity.”

    “Coolest Projects Ireland was an amazing experience for both of us, we got the opportunity to meet with so many people that were so passionate about technology and coding. We met many people who also wanted to make a change in society, or wanted to solve problems.”

    Coolest Projects also welcomed an AI category, supported by Meta, for the first time, which included Kirsty’s entry, A haon, dó, trí – Learn with me. Kirsty’s entry used machine learning to help learners master the Irish language in an engaging and interactive way. Kirsty shared a little about her journey with the project

    Photo of young creator Kirsty, with her A haon, dó, trí – Learn with me project.

    “I really enjoyed some of the machine learning with Scratch projects on the Raspberry Pi site. While doing the ‘Alien language’ project, it occurred to me that I could use a similar approach to build a game to help young kids learn Irish.”

    “I had to build my own Irish language training data set so I recorded lots of speech samples from my school friends. However, I go to an all-girls school, which would have meant my training data would have been very limited! So I recorded some boys’ voices at my CoderDojo to make my data set more varied and balanced.”

    In the Games category, Timi received acknowledgement for his project, Stakes & Laughters Maximus.

    “I got the idea from a story my dad told me about when I was younger. I apparently got really upset when I lost a game of Snakes and Ladders. So, I wanted to make a Snakes and Ladders game that wasn’t just about luck. I wanted players to have to think strategically about how to use their luck.”

    “There were many challenges! Everything from the character movement to the turn system and the items presented roadblocks. But I broke through them by carefully thinking about what I wanted to achieve and then using code to create the logic for it.”

    Photo of Timi's project - Stakes & Laughters Maximus displayed on a monitor.

    Get involved

    The Coolest Projects online showcase is open for entries, providing young people worldwide the opportunity to share their digital creations.

    We also have upcoming in-person events in the US, UK, and around the world thanks to our partner organisations. You can find out more and get involved with these through the Coolest Projects website.

    Finally, we want to say a huge thank you to everyone who made Coolest Projects Ireland 2025 such a fantastic experience! We can’t wait to see what young innovators create next year.

    Website: LINK

  • Integrating generative AI into introductory programming classes

    Integrating generative AI into introductory programming classes

    Reading Time: 6 minutes

    Generative AI (GenAI) tools like GitHub Copilot and ChatGPT are rapidly changing how programming is taught and learnt. These tools can solve assignments with remarkable accuracy. GPT-4, for example, scored an impressive 99.5% on an undergraduate computer science exam, compared to Codex’s 78% just two years earlier. With such capabilities, researchers are shifting from asking, “Should we teach with AI?” to “How do we teach with AI?”

    Photo of Leo Porter (UC San Diego)
    Leo Porter from UC San Diego
    Photo of Daniel Zingaro (University of Toronto)
    Daniel Zingaro from the University of Toronto

    Leo Porter and Daniel Zingaro have spearheaded this transformation through their groundbreaking undergraduate programming course. Their innovative curriculum integrates GenAI tools to help students tackle complex programming tasks while developing critical thinking and problem-solving skills.

    Leo and Daniel presented their work at the Raspberry Pi Foundation research seminar in December 2024. During the seminar, it became clear that much could be learnt from their work, with their insights having particular relevance for teachers in secondary education thinking about using GenAI in their programming classes

    Practical applications in the classroom

    In 2023, Leo and Daniel introduced GitHub Copilot in their introductory programming  CS1-LLM course at UC San Diego with 550 students. The course included creative, open-ended projects that allowed students to explore their interests while applying the skills they’d learnt. The projects covered the following areas:

    • Data science: Students used Kaggle datasets to explore questions related to their fields of study — for example, neuroscience majors analysed stroke data. The projects encouraged interdisciplinary thinking and practical applications of programming.
    • Image manipulation: Students worked with the Python Imaging Library (PIL) to create collages and apply filters to images, showcasing their creativity and technical skills.
    • Game development: A project focused on designing text-based games encouraged students to break down problems into manageable components while using AI tools to generate and debug code.

    Students consistently reported that these projects were not only enjoyable but also responsible for deepening their understanding of programming concepts. A majority (74%) found the projects helpful or extremely helpful for their learning. One student noted that.

    “Programming projects were fun and the amount of freedom that was given added to that. The projects also helped me understand how to put everything that we have learned so far into a project that I could be proud of.“

    Core skills for programming with Generative AI

    Leo and Daniel emphasised that teaching programming with GenAI involves fostering a mix of traditional and AI-specific skills.

    Infographic highlighting a workflow when writing software with Copilot.
    Writing software with GenAI applications, such as Copilot, needs to be approached differently to traditional programming tasks

    Their approach centres on six core competencies:

    • Prompting and function design: Students learn to articulate precise prompts for AI tools, honing their ability to describe a function’s purpose, inputs, and outputs, for instance. This clarity improves the output from the AI tool and reinforces students’ understanding of task requirements.
    • Code reading and selection: AI tools can produce any number of solutions, and each will be different, requiring students to evaluate the options critically. Students are taught to identify which solution is most likely to solve their problem effectively.
    • Code testing and debugging: Students practise open- and closed-box testing, learning to identify edge cases and debug code using tools like doctest and the VS Code debugger.
    • Problem decomposition: Breaking down large projects into smaller functions is essential. For instance, when designing a text-based game, students might separate tasks into input handling, game state updates, and rendering functions.
    • Leveraging modules: Students explore new programming domains and identify useful libraries through interactions with Copilot. This prepares them to solve problems efficiently and creatively.

    Ethical and metacognitive skills: Students engage in discussions about responsible AI use and reflect on the decisions they make when collaborating with AI tools.

    Graphic depicting students' confidence levels regarding their programming skills and their use of Generative AI tools.

    Adapting assessments for the AI era

    The rise of GenAI has prompted educators to rethink how they assess programming skills. In the CS1-LLM course, traditional take-home assignments were de-emphasised in favour of assessments that focused on process and understanding.

    Table highlighting the different types of assessments involved in Leo and Daniel's course.
    Leo and Daniel chose several types of assessments — some involved having to complete programming tasks with the help of GenAI tools, while others had to be completed without.
    • Quizzes and exams: Students were evaluated on their ability to read, test, and debug code — skills critical for working effectively with AI tools. Final exams included both tasks that required independent coding and tasks that required use of Copilot.
    • Creative projects: Students submitted projects alongside a video explanation of their process, emphasising problem decomposition and testing. This approach highlighted the importance of critical thinking over rote memorisation.

    Challenges and lessons learnt

    While Leo and Daniel reported that the integration of AI tools into their course has been largely successful, it has also introduced challenges. Surveys revealed that some students felt overly dependent on AI tools, expressing concerns about their ability to code independently. Addressing this will require striking a balance between leveraging AI tools and reinforcing foundational skills.

    Additionally, ethical concerns around AI use, such as plagiarism and intellectual property, must be addressed. Leo and Daniel incorporated discussions about these issues into their curriculum to ensure students understand the broader implications of working with AI technologies.

    A future-oriented approach

    Leo and Daniel’s work demonstrates that GenAI can transform programming education, making it more inclusive, engaging, and relevant. Their course attracted a diverse cohort of students, as well as students traditionally underrepresented in computer science — 52% of the students were female and 66% were not majoring in computer science — highlighting the potential of AI-powered learning to broaden participation in computer science.

    A girl in a university computing classroom.

    By embracing this shift, educators can prepare students not just to write code but to also think critically, solve real-world problems, and effectively harness the AI innovations shaping the future of technology.

    If you’re an educator interested in using GenAI in your teaching, we recommend checking out Leo and Daniel’s book, Learn AI-Assisted Python Programming, as well as their course resources on GitHub. You may also be interested in our own Experience AI resources, which are designed to help educators navigate the fast-moving world of AI and machine learning technologies.

    Join us at our next online seminar on 11 March

    Our 2025 seminar series is exploring how we can teach young people about AI technologies and data science. At our next seminar on Tuesday, 11 March at 17:00–18:00 GMT, we’ll hear from Lukas Höper and Carsten Schulte from Paderborn University. They’ll be discussing how to teach school students about data-driven technologies and how to increase students’ awareness of how data is used in their daily lives.

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

    The schedule of our upcoming seminars is online. You can catch up on past seminars on our previous seminars and recordings page.

    Website: LINK

  • Experience AI: The story so far

    Experience AI: The story so far

    Reading Time: 5 minutes

    In April 2023, we launched our first Experience AI resources, developed in partnership with Google DeepMind to support educators to engage their students in learning about the topic of AI. Since then, the Experience AI programme has grown rapidly, reaching thousands of educators all over the world. Read on to find out more about the impact of our resources, and what we are learning.

    The Experience AI resources

    The Experience AI resources are designed to help educators introduce AI and AI safety to 11- to 14-year-olds. They consist of:

    • Foundations of AI: a comprehensive unit of six lessons including lesson plans, slide decks, activities, videos, and more to support educators to introduce AI and machine learning to young people
    • Two standalone lessons:
      • Large language models (LLMs): a lesson designed to help young people discover how large language models work, their benefits, and why their outputs are not always reliable
      • Ecosystems and AI — Biology: a lesson providing an opportunity for young people to explore how AI applications are supporting animal conservation
    • AI safety: a set of resources with a flexible design to support educators in a range of settings to equip young people with the knowledge and skills to responsibly and safely navigate the challenges associated with AI

    We also offer a free online course, Understanding AI for educators, to help educators prepare to teach about AI.

    International expansion

    The launch of Experience AI came at an important time: AI technologies are playing an ever-growing role in our everyday lives, so it is crucial for young people to gain the understanding and skills they need to critically engage with these technologies. While the resources were initially designed for use by educators in the UK, they immediately attracted interest from educators across the world, as well as individuals wanting to learn about AI. The resources have now been downloaded over 325,000 times by people from over 160 countries. This includes downloads from over 7000 educators worldwide, who will collectively reach an estimated 1.2 million young people.

    Photo of an educator teaching an Experience AI lesson.

    Thanks to funding from Google DeepMind and Google.org, we have also been working with partners from across the globe to localise and translate the resources for learners and educators in their countries, and provide training to support local educators to deliver the lessons. The educational resources are now available in up to 15 languages, and to date, we have trained over 100 representatives from 20 international partner organisations, who will go on to train local educators. Five of these organisations have begun onward training already, collectively training over 1500 local educators so far.

    The impact of Experience AI

    The Experience AI resources have been well received by students and educators. Based on responses to our follow-up surveys, in countries where we have partners: 

    • 95% of educators agreed that the Experience AI sessions have increased their students’ knowledge of AI concepts 
    • 90% of young people (including young people in formal and non-formal education settings and learning independently) indicated that they better understand what AI and machine learning are
    Photo of a young person learning about AI on a laptop.

    This is backed up by qualitative feedback from surveys and interviews.

    “Students’ perception and understanding of AI has improved and corrected. They realised they can contribute and be a part of the [development], instead of only users.” – Noorlaila, educator, SMK Cyberjaya, Malaysia

    “[Students] found it interesting in the sense that it’s relevant information and they didn’t know what information was used for training models.” – Teacher, Liceul Tehnologic “Crisan” Criscior, Romania

    “Based on my knowledge and learning about AI, I now appreciate the definition of AI as well as its implementation.” – Student, Changamwe JSS, Kenya

    Photo of a group of educators participating in an Experience AI teacher training event in Kenya.

    The training and resources also support educators to feel more confident to teach about AI:

    • 93% of international partner representatives who participated in our training agreed that the training increased their knowledge of AI concepts
    • 88% of educators receiving onward training by our international partners agreed that the training increased their confidence to teach AI concepts
    • 87% of educator respondents from our ‘Understanding AI for educators’ online course agreed that the course was useful for supporting young people

    “It was a wonderful experience for me to join this workshop. Truly I was able to learn a lot about AI and I feel more confident now to teach the kids back at school about this new knowledge.” – Nur, educator, SMK Bandar Tasek Mutiara, trained by our partner Penang Science Cluster, Malaysia

    “This was one of the best information sessions I’ve been to! So, so helpful!” – Meagan, educator, University of Alberta, trained by our partner Digital Moment, Canada

    “The layout of the course in terms of content structuring is amazing. I love the discussion forum and the insightful yet empathetic responses by the course moderators on the discussion board. Honestly, I am really glad I started my AI in education journey with you.” – Priyanka, head teacher (primary level), United Arab Emirates, online course participant

    What are we learning?

    We are committed to continually improving our resources based on feedback from users. A recent review of feedback from educators highlighted key aspects of the resources that educators value most, as well as some challenges educators are facing and possible areas for improvement. For example, educators particularly like the interactive aspects, the clear structure and explanations, and the videos featuring professionals from the AI industry. We are continuing to look for ways we can better support educators to adapt the content and language to better support students in their context, fit Experience AI into their school timetables, and overcome technical barriers. 

    We value feedback on our resources and will continue to highlight the importance of AI education in schools and work with partners across the globe to adapt our resources for different contexts.

    Get involved

    If you would like to try out our Experience AI resources, head to experience-ai.org, where you can find our free resources and online course, as well as information about local partners in your area.

    Website: LINK

  • Teaching about AI – Teacher symposium

    Teaching about AI – Teacher symposium

    Reading Time: 5 minutes

    AI has become a pervasive term that is heard with trepidation, excitement, and often a furrowed brow in school staffrooms. For educators, there is pressure to use AI applications for productivity — to save time, to help create lesson plans, to write reports, to answer emails, etc. There is also a lot of interest in using AI tools in the classroom, for example, to personalise or augment teaching and learning. However, without understanding AI technology, neither productivity nor personalisation are likely to be successful as teachers and students alike must be critical consumers of these new ways of working to be able to use them productively. 

    Fifty teachers and researchers posing for a photo at the AI Symposium, held at the Raspberry Pi Foundation office.
    Fifty teachers and researchers share knowledge about teaching about AI.

    In both England and globally, there are few new AI-based curricula being introduced and the drive for teachers and students to learn about AI in schools is lagging, with limited initiatives supporting teachers in what to teach and how to teach it. At the Raspberry Pi Foundation and Raspberry Pi Computing Education Research Centre, we decided it was time to investigate this missing link of teaching about AI, and specifically to discover what the teachers who are leading the way in this topic are doing in their classrooms.  

    A day of sharing and activities in Cambridge

    We organised a day-long, face-to-face symposium with educators who have already started to think deeply about teaching about AI, have started to create teaching resources, and are starting to teach about AI in their classrooms. The event was held in Cambridge, England, on 1 February 2025, at the head office of the Raspberry Pi Foundation. 

    Photo of educators and researchers collaborating at the AI symposium.
    Teachers collaborated and shared their knowledge about teaching about AI.

    Over 150 educators and researchers applied to take part in the symposium. With only 50 places available, we followed a detailed protocol, whereby those who had the most experience teaching about AI in schools were selected. We also made sure that educators and researchers from different teaching contexts were selected so that there was a good mix of primary to further education phases represented. Educators and researchers from England, Scotland, and the Republic of Ireland were invited and gathered to share about their experiences. One of our main aims was to build a community of early adopters who have started along the road of classroom-based AI curriculum design and delivery.

    Inspiration, examples, and expertise

    To inspire the attendees with an international perspective of the topics being discussed, Professor Matti Tedre, a visiting academic from Finland, gave a brief overview of the approach to teaching about AI and resources that his research team have developed. In Finland, there is no compulsory distinct computing topic taught, so AI is taught about in other subjects, such as history. Matti showcased tools and approaches developed from the Generation AI research programme in Finland. You can read about the Finnish research programme and Matti’s two month visit to the Raspberry Pi Computing Education Research Centre in our blog. 

    Photo of a researcher presenting at the AI Symposium.
    A Finnish perspective to teaching about AI.

    Attendees were asked to talk about, share, and analyse their teaching materials. To model how to analyse resources, Ben Garside from the Raspberry Pi Foundation modelled how to complete the activities using the Experience AI resources as an example. The Experience AI materials have been co-created with Google DeepMind and are a suite of free classroom resources, teacher professional development, and hands-on activities designed to help teachers confidently deliver AI lessons. Aimed at learners aged 11 to 14, the materials are informed by the AI education framework developed at the Raspberry Pi Computing Education Research Centre and are grounded in real-world contexts. We’ve recently released new lessons on AI safety, and we’ve localised the resources for use in many countries including Africa, Asia, Europe, and North America.

    In the morning session, Ben exemplified how to talk about and share learning objectives, concepts, and research underpinning materials using the Experience AI resources and in the afternoon he discussed how he had mapped the Experience AI materials to the UNESCO AI competency framework for students.

    Photo of an adult presenting at the AI Symposium.
    UNESCO provide important expertise.

    Kelly Shiohira, from UNESCO, kindly attended our session, and gave an invaluable insight into the UNESCO AI competency framework for students. Kelly is one of the framework’s authors and her presentation helped teachers understand how the materials had been developed. The attendees then used the framework to analyse their resources, to identify gaps and to explore what progression might look like in the teaching of AI.

    Photo of a whiteboard featuring different coloured post-it notes displayed featuring teachers' and researchers' ideas.
    Teachers shared their knowledge about teaching about AI.

    Throughout the day, the teachers worked together to share their experience of teaching about AI. They considered the concepts and learning objectives taught, what progression might look like, what the challenges and opportunities were of teaching about AI, what research informed the resources and what research needs to be done to help improve the teaching and learning of AI.

    What next?

    We are now analysing the vast amount of data that we gathered from the day and we will share this with the symposium participants before we share it with a wider audience. What is clear from our symposium is that teachers have crucial insights into what should be taught to students about AI, and how, and we are greatly looking forward to continuing this journey with them.

    As well as the symposium, we are also conducting academic research in this area, you can read more about this in our Annual Report and on our research webpages. We will also be consulting with teachers and AI experts. If you’d like to ensure you are sent links to these blog posts, then sign up to our newsletter. If you’d like to take part in our research and potentially be interviewed about your perspectives on curriculum in AI, then contact us at: rpcerc-enquiries@cst.cam.ac.uk 

    We also are sharing the research being done by ourselves and other researchers in the field at our research seminars. This year, our seminar series is on teaching about AI and data science in schools. Please do sign up and come along, or watch some of the presentations that have already been delivered by the amazing research teams who are endeavouring to discover what we should be teaching about AI and how in schools

    Website: LINK

  • Code Club: Empowering the Next Generation of Digital Creators

    Code Club: Empowering the Next Generation of Digital Creators

    Reading Time: 4 minutes

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

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

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

    A proven impact

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

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

    The power of mentorship

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

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

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

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

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

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

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

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

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

    A community that inspires

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

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

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

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

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

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

    Join the movement

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

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

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

    Website: LINK

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

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

    Reading Time: 5 minutes

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

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

    An AI literacy framework

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

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

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

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

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

    Computational thinking and AI

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

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

    Example activities from research studies

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

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

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

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

    Closing thoughts

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

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

    Join our next seminar

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

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

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

    Website: LINK

  • Teaching AI safety: Lessons from Romanian educators

    Teaching AI safety: Lessons from Romanian educators

    Reading Time: 6 minutes

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

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

    Students in class.

    Romania struggles with the digital skills gap

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

    When you combine that with recent national initiatives, such as

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

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

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

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

    Students use a computer in class.

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

    Why we wanted to pilot the Experience AI safety resources

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

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

    Testing the resources

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

    Students in class.

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

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

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

    Gathering feedback from users

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

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

    Teachers’ perspectives on the resources

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

    A teacher and students in class.

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

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

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

    What our students think about the resources

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

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

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

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

    Good starting point

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

    Students use a computer in class.

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

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

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

    Website: LINK

  • 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

  • Community Story | Daniela, Thetford Library

    Community Story | Daniela, Thetford Library

    Reading Time: 4 minutes

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

    Daniela in a Code Club.

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

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

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

    Inspiring young coders through creativity

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

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

    Students in a Code Club.

    Astro Pi: giving young people the confidence to dream big

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

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

    Thetford Library

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

    Benefits of volunteering at a Code Club 

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

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

    A mentor is helping a student in class.

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

    Inspire young people in your community

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

    Website: LINK

  • Translating educational content: four key principles

    Translating educational content: four key principles

    Reading Time: 4 minutes

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

    How our approach to translation considers design, process and people

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

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

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

    Localisation or translation?

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

    Learners at a Code Club.

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

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

    1. Create with localisation in mind

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

    2. Always have user needs and priorities upfront

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

    Photo of a young person coding on a desktop computer.

    3. Maximise the use of technology

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

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

    4. Take great care of the people

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

    In summary

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

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

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

    Website: LINK

  • Helping young people navigate AI safely

    Helping young people navigate AI safely

    Reading Time: 5 minutes

    AI safety and Experience AI

    As our lives become increasingly intertwined with AI-powered tools and systems, it’s more important than ever to equip young people with the skills and knowledge they need to engage with AI safely and responsibly. AI literacy isn’t just about understanding the technology — it’s about fostering critical conversations on how to integrate AI tools into our lives while minimising potential harm — otherwise known as ‘AI safety’.

    The UK AI Safety Institute defines AI safety as: “The understanding, prevention, and mitigation of harms from AI. These harms could be deliberate or accidental; caused to individuals, groups, organisations, nations or globally; and of many types, including but not limited to physical, psychological, social, or economic harms.”

    As a result of this growing need, we’re thrilled to announce the latest addition to our AI literacy programme, Experience AI —  ‘AI safety: responsibility, privacy, and security’. Co-developed with Google DeepMind, this comprehensive suite of free resources is designed to empower 11- to 14-year-olds to understand and address the challenges of AI technologies. Whether you’re a teacher, youth leader, or parent, these resources provide everything you need to start the conversation.

    Linking old and new topics

    AI technologies are providing huge benefits to society, but as they become more prevalent we cannot ignore the challenges AI tools bring with them. Many of the challenges aren’t new, such as concerns over data privacy or misinformation, but AI systems have the potential to amplify these issues.

    Digital image depicting computer science related elements.

    Our resources use familiar online safety themes — like data privacy and media literacy — and apply AI concepts to start the conversation about how AI systems might change the way we approach our digital lives.

    Each session explores a specific area:

    • Your data and AI: How data-driven AI systems use data differently to traditional software and why that changes data privacy concerns
    • Media literacy in the age of AI: The ease of creating believable, AI-generated content and the importance of verifying information
    • Using AI tools responsibly: Encouraging critical thinking about how AI is marketed and understanding personal and developer responsibilities

    Each topic is designed to engage young people to consider both their own interactions with AI systems and the ethical responsibilities of developers.

    Designed to be flexible

    Our AI safety resources have flexibility and ease of delivery at their core, and each session is built around three key components:

    1. Animations: Each session begins with a concise, engaging video introducing the key AI concept using sound pedagogy — making it easy to deliver and effective. The video then links the AI concept to the online safety topic and opens threads for thought and conversation, which the learners explore through the rest of the activities. 
    2. Unplugged activities: These hands-on, screen-free activities — ranging from role-playing games to thought-provoking challenges — allow learners to engage directly with the topics.
    3. Discussion questions: Tailored for various settings, these questions help spark meaningful conversations in classrooms, clubs, or at home.

    Experience AI has always been about allowing everyone — including those without a technical background or specialism in computer science — to deliver high-quality AI learning experiences, which is why we often use videos to support conceptual learning. 

    Digital image featuring two computer screens. One screen seems to represent errors, or misinformation. The other depicts a person potentially plotting something.

    In addition, we want these sessions to be impactful in many different contexts, so we included unplugged activities so that you don’t need a computer room to run them! There is also advice on shortening the activities or splitting them so you can deliver them over two sessions if you want. 

    The discussion topics provide a time-efficient way of exploring some key implications with learners, which we think will be more effective in smaller groups or more informal settings. They also highlight topics that we feel are important but may not be appropriate for every learner, for example, the rise of inappropriate deepfake images, which you might discuss with a 14-year-old but not an 11-year-old.

    A modular approach for all contexts

    Our previous resources have all followed a format suitable for delivery in a classroom, but for these resources, we wanted to widen the potential contexts in which they could be used. Instead of prescribing the exact order to deliver them, educators are encouraged to mix and match activities that they feel would be effective for their context. 

    Digital image depicting computer science related elements.

    We hope this will empower anyone, no matter their surroundings, to have meaningful conversations about AI safety with young people. 

    The modular design ensures maximum flexibility. For example:

    • A teacher might combine the video with an unplugged activity and follow-up discussion for a 60-minute lesson
    • A club leader could show the video and run a quick activity in a 30-minute session
    • A parent might watch the video and use the discussion questions during dinner to explore how generative AI shapes the content their children encounter

    The importance of AI safety education

    With AI becoming a larger part of daily life, young people need the tools to think critically about its use. From understanding how their data is used to spotting misinformation, these resources are designed to build confidence and critical thinking in an AI-powered world.

    AI safety is about empowering young people to be informed consumers of AI tools. By using these resources, you’ll help the next generation not only navigate AI, but shape its future. Dive into our materials, start a conversation, and inspire young minds to think critically about the role of AI in their lives.

    Ready to get started? Explore our AI safety resources today: rpf.io/aisafetyblog. Together, we can empower every child to thrive in a digital world.

    Website: LINK