Future-ready students need to be creative. They need to know how to communicate their ideas and how to collaborate as problem solvers. And to master these and other twenty-first-century requirements, they will need to be critical thinkers.
In Code Breaker, educator Brian Aspinall shares his insights on how to turn curriculum expectations into skills. Students identify problems, develop solutions, and use coding and computational thinking to apply and demonstrate their learning. From Aspinalls collection of real-life examples and practical lesson ideas, you’ll discover how to…
Use computational thinking and coding across all subjects and grade levels
Encourage students to let their skills and passions shine
Teach learners to take risks so they can grow from failure and feedback
Make assessment meaningful”and fun”for you and your students
You don’t have to be a computer geek to empower your students with these essential skills. Code Breaker equips you to use computational thinking and coding in your classroom”regardless of your computer skill level”to increase creativity, remix assessment, and develop a class of coder ninjas!
Title: Computer Science Teacher
This book explores the role of Computer Science Teacher in a secondary school environment. An overview of secondary school computing is covered, along with what the role encompasses, the attributes, knowledge and skills required to be a success and useful standards, tools, methods and techniques you can employ. Case studies and quotes from schools and current teachers are also included.
“If you are either training to teach or already teaching the secondary computing curriculum, you will need to know what effective teaching of computing actually looks like. This book is for you. Throughout the book, you will discover the insights found and the journey undertaken by the author, as a head of department, as she transformed her department from teaching ICT to teaching computing. This text will not only help you teach computing in a way that places learners at the centre of your planning but also seeks to motivate, engage and inspire them with a love of the subject, show them the opportunities that computing can present them and how computing shapes their daily learning, rest and play. In addition, the text provides practical guidance and insights for those applying for either their first teaching post or seeking advancement as a secondary computing teacher.” – Andrew Csizmadia, Newman University, Senior Lecturer in Computer Science Education
Title: Connected Code
Coding, once considered an arcane craft practiced by solitary techies, is now recognized by educators and theorists as a crucial skill, even a new literacy, for all children. Programming is often promoted in K-12 schools as a way to encourage “computational thinking” – which has now become the umbrella term for understanding what computer science has to contribute to reasoning and communicating in an ever-increasingly digital world.
In Connected Code, Yasmin Kafai and Quinn Burke argue that although computational thinking represents an excellent starting point, the broader conception of “computational participation” better captures the twenty-first-century reality. Computational participation moves beyond the individual to focus on wider social networks and a DIY culture of digital “making.”
Kafai and Burke describe contemporary examples of computational participation: students who code not for the sake of coding but to create games, stories, and animations to share; the emergence of youth programming communities; the practices and ethical challenges of remixing (rather than starting from scratch); and the move beyond stationary screens to programmable toys, tools, and textiles.
Title: Science and the Internet
Editors: Alan G. Gross, Jonathan Buehl
This is a timely volume, introducing scholars of
rhetoric to the often radical changes that scientists are experiencing in their internal and external communication practices as a result of digital media technologies. Anyone who is serious about understanding scientific argument today needs to be familiar with the rich multimedia environment available to those who make and contest scientific claims in such fora as online journal articles, blogs, wikis, podcasts, and tweets. The diverse case studies in this book are well designed to acquaint readers with some of the most significant developments to occur in science communication in recent years.” – Leah Ceccarelli, Professor, Department of Communication University of Washington, Seattle
“The essays in Science and the Internet address the timely topic of how digital tools are shaping science communication. Featuring chapters by leading scholars of the rhetoric of science and technology, the volume fills a much needed gap in contemporary rhetoric of science scholarship. Spanning science-related blogs and podcasts through open access notebooks, data visualization tools, and online peer review, the book offers insight into how the Internet influences the generation of scientific knowledge and reconfigures the relations among varied publics, scientists, and technological interfaces. Overall, the essays reveal how digital technologies may both fray the boundaries between experts and non-experts and enable more collaborative, democratic means of public engagement with science.” – Lisa Keranen, PhD, Associate Professor and Director of Graduate Studies Department of Communication, University of Colorado Denver
Title: Mental Penguins
Author: Ivelin Sardamov
This book was inspired by Prof. Sardamov’s efforts to understand a troubling paradox in his own work – while he has worked to become a better college teacher, his students have not shown the expected advances in learning. He draws on key findings in neuroscience to explain the waning interest in and knowledge of complex social issues in the United Statesand other countries.
He attributes this troubling trend primarily to the effects of information overload, ubiquitous screens, and constant internet access. He argues that the chronic overstimulation generated by our current sociotechnological environment is turning us into “mental penguins” – developing new and shedding old aptitudes as we adapt to an extreme mental environment.
These changes affect us all, but have the strongest impact on children, adolescents, and young adults whose brains are more”plastic.” As a result, their enjoyment of the written word, and even of the real world, is often blunted – a tendency which reflects a largercultural and neurophysiological crisis within contemporary societies. Prof. Sardamov believes that the shift toward online and experiential forms of learning will not alleviate existing problems but is likely to make them worse. He emphasizes the need to foster love and capacity for reading in children and adolescents since this is the only constantly available tool of knowledge accumulation.
Though the book is inevitably provocative, it will appeal to readers interested in alternative forms of education (like Steiner-Waldorf and Montessori), or to those who share the concerns of authors like Jane Healy (Endangered Minds), Sven Birkerts (The Gutenberg Elegies), Nicholas Carr(“Is Google Making Us Stupid” and The Shallows), Peter Whybrow (American Mania), Susan Greenfield(Mind Change), Catherine Steiner-Adair (The Big Disconnect), Richard Arum and Josipa Roxa (Academically Adrift), etc.
Title: The Stem Coaching Handbook
Learn how to promote STEM integration in your school district and increase student achievement. In this helpful, easy-to-read book, author Terry Talley sheds light on the key responsibilities and accountabilities of a successful STEM coach and offers a wealth of practical advice for those new to the position and for those who want to refine their skills.
You’ll discover how to…
– Build positive working relationships with teachers and faculty
– Organize professional development opportunities such as PLCs and book study groups
– Develop hands-on instructional strategies based off the needs of your students and the strengths of your staff
– Promote technological and scientific literacy to prepare students for success in the 21st Century
– Enhance student engagement using project-based learning and growth-based assessment models
Designed to be read either as a step-by-step guide or as a reference, The STEM Coaching Handbook is loaded with insights and accounts from experienced STEM educators across the country. No matter your level of expertise, these tips will help you make your district’s STEM program more effective for all students.
Title: Practical Design Patterns for Teaching and Learning with Technology
English | 2014 | ISBN: 9462095280 | 348 pages
These are challenging times in which to be an educator. The constant flow of innovation offers new opportunities to support learners in an environment ofever-shifting demands. Educators work as they have always done: making the most of the resources at hand, and dealing with constraints, to provide experiences which foster growth.
This was John Dewey’s ideal of education 80 years ago and it is still relevant today. This view sees education as a practice that achieves its goals through creative processes involving both craft and design. Craft is visible in the resources that educators produce and in their interactions with learners. Design, though, is tacit, and educators are often unaware of their own design practices. The rapid pace of change is shifting the balance from craft to design, requiring that educators’ design work become visible, shareable and malleable. The participatory patterns workshop is a method for doing this through engaging practitioners in collaborative reflection leading to the production of structured representations of design knowledge. The editors have led many such workshops and this book is a record of that endeavour and its outcomes in the form of practical design narratives, patterns and scenarios that can be used to address challenges in teaching and learning with technology.