There is a little bit of noticeable lag when working over KIWI. The mouse cursor feels a little bit like it’s being dragged through mud, although keyboard inputs feel more responsive. It’s faster than Raspberry Pi Connect at least, but we wouldn’t want to be doing any twitch FPS gaming using it.
It also provides several very useful functions for this kind of screen capture – sending some basic key commands, allowing you to paste from your host computer and even do a screen recording. The interface for this is all very customisable, even allowing for a random ‘mouse jiggle’ to keep a screen alive.
Debugging a Snake game with KIWI KVM
Extra functions
A fairly unique ability in its PRO version is the ability to (physically) uncover some extra GPIO ports on the device and control them via the interface, which also have UART. They’re marketed at IT professionals, allowing for debugging and control of ATX power, and there’s even an extra function of turning the input cable into a virtual serial cable. It’s quite impressive.
With the myriad ways you can connect to a Raspberry Pi from another device, we did wonder if this would be superfluous. However, due to the speed of getting it working, no need for any local networking, and its fairly small footprint, it’s a great alternative to Connect and other network-based remote connection tools. These network tools also only work once a system has fully booted up, whereas KIWI’s physical connection allows you to see the boot process, which means you can troubleshoot any misbehaving Raspberry Pi without plugging it into another monitor.
If you use Raspberry Pi a lot, this is definitely worth considering adding to your arsenal of add-ons.
Controlling the desktop of Raspberry Pi
Verdict
9/10
A surprisingly functional and full-featured digital KVM and screen capture device, and much smaller than even a Raspberry Pi.
From 1982 to 2000 Sony also made a line of pocket TVs, which didn’t catch on as much in the UK (who wants to walk around glued to a tiny portable screen, eh?). These devices, collectively called the Sony Watchman, came in many, many variants as screen technology evolved over 18 years of production. What’s […]
Today we’re publishing a position paper setting out five arguments for why we think that kids still need to learn to code in the age of artificial intelligence.
Generated using ChatGPT.
Just like every wave of technological innovation that has come before, the advances in artificial intelligence (AI) are raising profound questions about the future of human work. History teaches us that technology has the potential to both automate and augment human effort, destroying some jobs and creating new ones. The only thing we know for sure is that it is impossible to predict the precise nature and pace of the changes that are coming.
One of the fastest-moving applications of generative AI technologies are the systems that can generate code. What started as the coding equivalent of autocomplete has quickly progressed to tools that can generate increasingly complex code from natural language prompts.
This has given birth to the notion of “vibe-coding” and led some commentators to predict the end of the software development industry as we know it. It shouldn’t be a surprise then that there is a vigorous debate about whether kids still need to learn to code.
In the position paper we put forward five arguments for why we think the answer is an unequivocal yes.
We need humans who are skilled programmers
First, we argue that even in a world where AI can generate code, we need skilled human programmers who can think critically, solve problems, and make ethical decisions. The large language models that underpin these tools are probabilistic systems designed to provide statistically acceptable outputs and, as any skilled software engineer will tell you, simply writing more code faster isn’t necessarily a good thing.
Learning to code is an essential part of learning to program
Learning to code is the most effective way we know for a young person to develop the mental models and fluency to become a skilled human programmer. The hard cognitive work of reading, modifying, writing, explaining, and testing code is precisely how young people develop a deep understanding of programming and computational thinking.
Learning to code will open up even more opportunities in the age of AI
While there’s no doubt that AI is going to reshape the labour market, the evidence from history suggests that it will increase the reach of programming and computational approaches across the economy and into new domains, creating demand for humans who are skilled programmers. We also argue that coding is no longer just for software engineers, it’s becoming a core skill that enables people to work effectively and think critically in a world shaped by intelligent machines. From healthcare to agriculture, we are already seeing demand for people who can combine programming with domain-specific skills and craft knowledge.
Coding is a literacy that helps young people have agency in a digital world
Alongside the arguments for coding as a route to opening up economic opportunities, we argue that coding and programming gives young people a way to express themselves, to learn, and to make sense of the world.
And perhaps most importantly, that learning to code is about power. Providing young people with a solid grounding in computational literacy, developed through coding, helps ensure that they have agency. Without it, they risk being manipulated by systems they don’t understand. As Rushkoff said: “Program, or be programmed”.
The kids who learn to code will shape the future
Finally, we argue that the power to create with technology is already concentrated in too small and homogenous a group of people. We need to open up the opportunity to learn to code to all young people because it will help us mobilise the full potential of human talent, will lead to more inclusive and effective digital solutions to the big global challenges we face, and will help ensure that everyone can share in the societal and economic benefits of technological progress.
The work we need to do
We end the paper with a call to action for all of us working in education. We need to challenge the false narrative that AI is removing the need for kids to learn to code, and redouble our efforts to ensure that all young people are equipped to take advantage of the opportunities in a world where AI is ubiquitous.
You can read the full paper here:
The cartoon image for this blog was created using ChatGPT-4o, which was prompted to produce a “whimsical cartoon that expresses some of the key ideas in the position paper”. It took several iterations.
Bradford was buzzing with excitement this May as over 170 young digital makers from across the UK gathered for Coolest Projects UK 2025 at the Life Centre to celebrate the amazing things young people create with technology. Run by the Raspberry Pi Foundation and hosted by BBC science presenter Greg Foot, the free, in-person event brought together budding creators, families, mentors, and even a few troops of Scouts for a fun-filled day.
From AI tools and advanced programming to Scratch games and hardware builds, the showcase featured an incredible range of projects from 113 Coolest Projects participants and 58 scouts. Every young person received thoughtful feedback from industry professionals, the chance to try hands-on coding challenges, and the thrill of sharing what they built with a welcoming crowd and other creators.
A day of discovery and digital making
Coolest Projects UK 2025 wasn’t just about showcasing finished products; it celebrated every part of the creative journey. Many creators shared works-in-progress or prototypes, sparking conversations around design, problem-solving, and learning through code.
One of the day’s highlights was an interactive escape room designed just for the event, giving attendees a chance to flex their logical thinking and collaboration skills. And for 58 visiting Scouts, the day was a chance to earn their Digital Maker Badge and share their creations with the showcase participants.
Greg Foot is known for BBC Radio 4’s Sliced Bread and other popular science shows. He brought energy and enthusiasm as host, sharing stories and celebrating young people’s creativity on stage.
A platform for everyone
Many of this year’s participants came from local Code Clubs, CoderDojos, and schools across the UK. Others had worked independently to bring their ideas to life. The event encouraged collaboration and connection, with creators exchanging feedback, learning from each other, and celebrating shared interests.
Earlier this year, young people from Bradford also had the chance to take part in hands-on workshops. Held at the National Science and Media Museum, they were guided on getting started with digital making and developing their own project ideas for the showcase.
Featured projects
Here are a few of the projects that were showcased on the day. Each one demonstrates the power of digital tools and the fun and creativity that young people bring to their Coolest Projects journeys. Here’s what the creators had to say about their work, what inspired them, and their experiences of the day:
Arlo | MUST. EAT. DONUTS., AI
Arlo’s interactive game featured AI models that used face and mouth tracking to make the main character, called Chompy, mirror the movements of the player. Arlo’s game was inspired by a session at his Code Club. He came across a video sensing motion plug-in and realised he could make a game that used the player’s head as the controller.
“It is a fun and silly game for all to play. I also created the artwork myself in my own style, as drawing is another one of my passions, alongside coding. I would love to come back next year, maybe in a different category. I wanted to enter because I got the chance to share my coding and drawing skills, and I was excited to think others may play a game I created.”
Felicia and Francesca | The Silent Forest, Scratch
Felicia and Francesca created a top-down, Zelda-style RPG in Scratch, where the player explores a pixel world and interacts with characters and objects. Instead of using the keyboard, the game is controlled with a Micro:bit. Felicia shared with us why they wanted to showcase the game at Coolest Projects.
“I went to Coolest Projects UK because I love making things with Scratch and wanted to show my game to other people. It was a fun way to share what I built, see what other kids made, and learn new ideas. I wanted to challenge myself and be part of something really cool!”
Eesa, Yahya and Yusha | Let’s Speak Arabic!, Scratch
Let’s Speak Arabic is an interactive program designed to help people learn conversational Arabic. Eesa, Yahya, and Yusha are home educated and study a book called Al Arabiyyah Bayna Yadayk together. This inspired them to think about fun ways to upgrade their study, and the idea for gamifying their learning through Scratch was born. The team shared a little about their experience:
“The event was awesome. Actually, it was even better than we imagined! We loved meeting people from all over the country, really enjoyed playing other people’s games, and got lots of ideas for what we could code in the future. And, our parents were so proud we got judge’s favourite!”
Jay | J Bot, Hardware
Jay is a long-time friend of the Foundation and has been taking part in Coolest Projects online and in person for the past few years. He wowed again this year with his life-sized J Bot and shared with us why he thinks Coolest Projects is such an important event for the young creator community.
“I know it might seem a bit intimidating to come and showcase in front of all these people, but I feel more and more people should try and get involved [in Coolest Projects] because it’s a really good community of people. And they are really supportive as well. So I would just say, give it a go. Don’t be nervous because people are here to help you along the way.”
What’s next?
Coolest Projects UK continues to grow as a platform for the next generation of changemakers. We can’t wait to see what they create next!
Although the online showcase and Foundation-led events are now closed for this year, there are still many more partner events happening globally throughout 2025.
Coolest Projects is just one part of the Raspberry Pi Foundation’s work to help young people explore computing. Across the UK and Ireland, over 2000 free Code Clubs offer sessions where young people build digital skills, grow in confidence, and work on creative projects with others. Across the world, there are nearly 6000 more clubs running.To find your local Code Club or get involved as a volunteer, head to codeclub.org.
From smart devices to workplace tools, AI is becoming part of everyday life and a major part of how people are thinking about the future — raising big questions about access, skills, and readiness.
As governments around the world create AI strategies for the decade ahead, many are seeing an urgent need to address the large gap between how AI tools are already impacting jobs and people’s lives, and making sure young people have the chance to gain the skills and knowledge to keep up with this rapid pace of technological change. This gap is larger still when it comes to opportunities for educationally underserved communities.
That’s why we’re excited to share how Experience AI, our AI literacy programme, is helping organisations around the world create these much-needed opportunities for young people.
The value of a global network
Experience AI was co-developed in 2022 by us and industry experts at Google DeepMind with a clear mission: to equip teachers with free, accessible, easy-to-use classroom resources that build AI literacy from the ground up. The programme offers a suite of materials to help students understand real-world applications of AI, the basics of machine learning, and the ethical considerations around these technologies.
In 2023, we started building an international Experience AI network by collaborating with a group of our existing educational partners. We saw a huge amount of interest and received very positive feedback, and through our partnerships we reached an estimated one million young people. In late 2024, with support from Google.org, we tripled the size of our Experience AI partner network to 21, with new organisations joining from across Europe, the Middle East, and Africa. In this way, we aim to reach an additional 2.3 million young people by December 2026, helping them to gain the knowledge and skills to confidently engage with AI in an ever-changing world.
Each partner in the Experience AI network is a unique educational organisation looking to create lasting social change. Through their local knowledge and networks, we can present Experience AI to educators and students in a way that is engaging and relevant for local communities.
Partners help us to adapt and translate our resources, all while making sure that the core pedagogy and design principles of Experience AI are preserved. Just as importantly, these organisations train thousands of teachers on how to use the materials, providing educators with free support. With their work, they reach communities that otherwise may have never had the opportunity to learn about AI.
We asked some of our partners to share their insights on the impact Experience AI is having on the teachers and young people in their communities.
Building communities
The Latvian Safer Internet Centre (LSIC), an initiative of our partner, the Latvian Internet Association (LIA), is dedicated to helping young people protect themselves online, and to preparing them for a fast-changing digital economy. As an Experience AI partner, they aim to train 850 teachers and support 43,000 students to build a strong foundation in AI literacy through the programme.
“We hope to spark a cultural shift in how AI is […] taught in Latvian schools. Our goal is for AI literacy to become a natural part of digital competence education, not an optional extra.”
Based in Riga, the team is travelling to 18 different regions across Latvia to bring in-person professional development to teachers, including those in rural communities far from major cities. By meeting teachers where they are, the LIA are creating invaluable networks for learning and support between communities. Through hands-on training, they are also supporting teachers to bring Experience AI into their own classroom, creating examples which are suited for their learners.
“We chose an in-person training model because it fosters a more collaborative and engaging environment, especially for teachers who are new to AI. Many educators, particularly those who are less confident with digital tools, benefit from direct interaction, real-time discussions, and the chance to ask questions in a supportive setting.”
As an Experience AI partner, the Latvian Internet Association is not just delivering content but working to strengthen digital competency across the country and ensure that no teacher or student is left behind in Latvia’s AI journey.
One teacher shares: “The classroom training was truly valuable: it gave us the chance to exchange ideas and reflect on our diverse experiences. Hearing different perspectives was enriching, and I’m glad we’re shaping the future of our schools together.”
“AI is for everyone”
EdCamp Ukraine’s mission is to unite educators and help them to grow. Operating from their main base in Kharkiv, near the Eastern border and the frontline of the ongoing war in Ukraine, they see AI as both a tool for new technological breakthroughs and as something that can help build a fairer, more efficient, and resilient society.
“We firmly believe AI should not only be an object of study — it must become a tool for amplifying human potential. AI should also not be a privilege, but a resource for everyone. We believe the Experience AI programme can truly transform education from the bottom up.”
Within their community of 50,000 teachers, EdCamp Ukraine ensures that every educator, regardless of their living conditions or where they work, can access high-quality, relevant, and accessible support. For the organisation, the ongoing situation in Ukraine means being flexible with planning, preparing for a range of different outcomes, and being ready to pivot delivery to different locations or to an online setting when needed. These same considerations apply to EdCamp Ukraine’s teacher community, who need to be ready to adapt their lessons for any scenario.
“Recognising these war-related challenges helps us see the bigger picture and always have contingency plans in place. We think ahead and develop flexible scenarios.”
This year, the team piloted Experience AI through their community of trainers, who, when they’re not training, are busy teaching in the classroom. Teacher Yuliia shared how her students valued the opportunity to be creators, rather than just users of technology:
“One student, who is an active AI user, kept silent during the lesson. I thought he wasn’t interested, but during the reflection he shared a lot of positive feedback and expressed his gratitude. Other students said it was important that they weren’t just told about AI — they were using it, creating images, and working with apps.”
EdCamp Ukraine plans to roll out training for Ukrainian teachers this autumn, reaching 2,000 teachers and 40,000 young people by the end of next year.
More countries, more classrooms
Two new partners in Nigeria are about to join the Experience AI network, and there are many more organisations in more countries coming soon. As our partner network continues to grow, we are excited to reach more communities and give more young people around the world the chance to build AI literacy skills and knowledge.
You can find out more about Experience AI on the website. If your organisation is interested in partnering with us to deliver Experience AI, please register your interest and we will let you know about opportunities to work with us.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Lukas HöperCarsten 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.
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
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.
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
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:
Explicit and implicit data collection
Primary and secondary purposes of that data
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. 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’.
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:
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 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?
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.
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.
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.
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.
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.
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.
Chris emailed us a little while ago (sorry, Chris!) about his fun little Raspberry Pi Pico project which he describes as “a simple stand-alone Q&A game or ice-breaker for a party, using a Pico, a thermal printer, and a big red button” – although we’d say the button is medium-size compared to the 100 mm ones we’ve seen/used in the past.
According to the GitHub page for the project (which includes the build instructions too), it was made for a New Year’s event, and is easily modifiable. “I used a cigar box for the build, but it can fit into any suitable project box,” Chris says. Although we quite like the box ourselves.
We are thrilled to announce that the Raspberry Pi Foundation (RPF) has been accepted as a member of UNESCO’s Global Education Coalition (GEC).
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
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.
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:
Coordination and leadership
Connectivity and infrastructure
Cost and sustainability
Capacity and culture
Content and solutions
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.
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.
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 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
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.
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
To many readers, ‘F/A-18C Right Console’ will look like a bunch of letters and numbers thrown together. To aviation enthusiasts, though, those letters and numbers clearly refer to the McDonnell Douglas F/A-18 Hornet, a fighter plane developed in the 1970s for the US Marines and US Navy. This replica control console by ValeNoxBona was apparently the maker’s first ever build using the Arduino microcontroller, which is used to control the addressable RGB LEDs that light this project. The build uses a 3D-printed enclosure with a laser-cut and engraved acrylic top, backlit with WS2812 addressable RGB LEDs mounted on a custom PCB and controlled by the Arduino.
The lettering is engraved into the acrylic, which makes the material thin enough for the lights underneath to shine through. Apart from the time involved, the biggest cost in building this was the switches, made by NKK of Scottsdale, Arizona.
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.
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:
What to teach (defining AI and learning content)
How to teach (i.e. appropriate pedagogies)
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.
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:
Blended learning: A blended format was chosen to address the need for scalability and limited resources and to enable self-directed and active learning
Dual-level pedagogy (or ‘pedagogical double-decker’): Teachers were taught with the same materials to be used in the classroom to aid familiarity
Advanced organiser: A broad overview document was created to support teachers learning new topics
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’.
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.
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 first thing that strikes you is the sheer size. This is not a small case, and that’s because it has a few tricks under its tough exterior. Argon is clearly intending this case to be your powerhouse server. Removing the solid aluminium lid, we find space for your Raspberry Pi 5 along with some impressive passive heatsinking and a mounted PWM 30 mm fan. On-board ports – including the GPIO header – are exposed within the housing for projects and there’s a few millimetres of clearance for adding your own bits and pieces. Argon’s signature daughterboard design is here too, with a PCB that plugs into the USB-C and HDMI ports of your Raspberry Pi, breaking them out to full-size HDMI and an additional two front-mounted USB-A connectors. Slotting it all together onto the plastic base creates a solid unit for your next project.
Features and upgrade options
There is a very good reason this case is so much larger than standard. Alongside the Raspberry Pi, there is space for two M.2 NVMe slots for up to full-sized 2280 solid-state drives. This case then becomes a NAS with SSD RAID capability. You can purchase the add-on PCBs for each M.2 separately or pre-mounted, offering flexibility on price and future upgrade options. Then, nestling next to the front-mounted USB ports, there’s an audio-out port. This case comes with a DAC built-in, which upgrades it further to a potential media server.
Home automation enthusiasts may be tempted by the optional Zigbee add-on which plugs into the daughterboard and comes complete with an antenna which mounts to the case externally. If you’re using the case headless and want to see some info at a glance, the £9 OLED module adds a tiny screen to the top of the case for you to use as you wish. Finally, another option is to add a dedicated uninterruptible power supply (UPS), which sits neatly under the case. Argon has created an entire ecosystem around the simple concept of a case.
We were supplied with a manual, thermal pads for the various Raspberry Pi chips, and additional thermal pads for protecting the M.2 SSDs. Assembly was easy and the result was formidable. It may not look as pretty as its predecessors on your living room cabinet, but you’ll probably be able to drop it from some height without causing it much damage.
Verdict
10/10
If you are looking to build a home server for media, automation, or just data storage, this is a well-priced option that will keep your Raspberry Pi cool and protected with a wealth of upgrade options.
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.
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.
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.
It’s in this spirit that Bunchowills has made the world’s smallest chop saw that is also a tape dispenser. Yes, the spinny 3D-printed blade won’t give you the same clean edge as a pair of scissors, but it looks considerably more awesome, and that’s the whole point.
This mostly 3D-printed build runs on a pair of AA batteries, and can technically be used for woodworking projects as well as stationery management (its maker claims it can cut through toothpicks). Download the STL files, fire up your printer, and make one today for the woodworker with everything in your life.
Warning!Moving parts
Be careful when handling this project because it has moving parts. Children should be supervised.
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.
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.
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.
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.
We’ve filled the magazine with tutorials and hands-on projects – as always, a lot of these come from the fantastic Raspberry Pi user community, without which we’d be nothing. Thank you to everyone who’s ever built a project with Raspberry Pi, and special thanks to the subscribers who make this magazine possible.
Our biggest budget build this issue is the McLaren Car Play – Adam Bell has used a Raspberry Pi to fool a 90s super car into thinking that it’s an iPod, adding Apple’s in-car entertainment setup via a Raspberry Pi 5.
We have literally scoured the alphabet to bring you the A to Z of Raspberry Pi – from AI to Zero and every point in between, there’s a factoid ready for your next computing-themed pub quiz.
Feeling a little fuzzy and light-headed? Best get that checked out. But if you want to check whether the air in your office if making you drowsy, PJ Evans has built a CO2 monitor using a sensor, a Pimoroni Badger 2040 W and a smattering of Python programming. It’s getting warmer in the UK now, so take this as a cue to open the window!
Then again, sometimes a fuzzy is good… like the way video games used to blur pixels to trick the mind into thinking that their graphics were more detailed than they actually were. KG Orphanides adds a CRT emulator to a modern setup to put more beauty back in retro games.
You’ll find all this and much more in the latest edition of Raspberry Pi Official Magazine. Pick up your copy today from our store, or subscribe to get every issue delivered to your door.
Save 35% off the cover price with a subscription to Raspberry Pi Official Magazine. UK subscribers get three issues for just £10 and a FREE Raspberry Pi Pico W, then pay £30 every six issues. You’ll save money and get a regular supply of in-depth reviews, features, guides and other Raspberry Pi enthusiast goodness delivered directly to your door every month.
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.
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.
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.
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.
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