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Getting started with teaching programming in school
This document discusses overcoming fears of using technology in education. It notes that teachers and students often worry about not knowing enough about technology or looking foolish when using it. However, the document encourages that a lot of useful work can be done without any technology knowledge, and there is no single right way to incorporate it. Various low-tech and hands-on approaches are suggested that allow learning through doing and making, such as tangible user interfaces, text-based programming, robots, and maker spaces.
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Similar to Getting started with teaching programming in school
Getting started with teaching programming in school
- 1. Where do westart?
- 14. You are doing alot already
- 15. You are doing alot already You do NOT have to know much about technology
- 16. You are doing alot already You do NOT have to know much about technology A lot of useful work can be done without ANY technology
- 17. You are doing alot already You do NOT have to know much about technology A lot of useful work can be done without ANY technology There is no ‘right’ way
- 18. You are doing alot already You do NOT have to know much about technology A lot of useful work can be done without ANY technology There is no ‘right’ way
- 19. Fear 3 biggest fearsof a teacher using technology How do I make this work? How do I avoid looking like an idiot? {They will know more about this than I do} Fear
- 20. 3 biggest fearsof a student using technology
- 22.
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- 32. We learn bydoing (Piaget, 1950) Photo by Steve Wheeler SteveWheeler,UniversityofPlymouth,2015
- 33. We learn bymaking (Papert, 1960) Photo by Steve Wheeler SteveWheeler,UniversityofPlymouth,2015
- 34.
Editor's Notes
- #33 The old cognitive constructivist approach was for personalise, solo enquiry – private study and investigation (research)