Spotted on Reddit, Google Maps now shows a neat hyperspace animation when you switch from Earth to other planets in our solar system. We’re not entirely sure when this animation was added, but it seems possible it was added as a nod to the latest installment in the Star Wars franchise. The design of the animation is also nearly identical to how it looks in the latest films.
So, of course, I had to check it out and it really is kind of neat. If you haven’t explored the planets elements of Google Maps, you really need to. There are so many ideas that come to mind for class use. The collection is impressive.
So, I’m warping between planets enjoying the animation and I had this nagging feeling that I’ve seen this before.
As it turns out, it wasn’t like this but more like the original opening crawling text to Star Wars.
Then it hit me. It was a Computer Science class a long time ago and far far away.
We did boring?! programming and one of the programs that we were writing dealt with creating navigation with menus and returning for smooth navigation and not letting the user get lost.
That wasn’t good enough for one student.
Instead of just going to the target of the menu, he inserted a Star Wars-like scroller that explained where the user was going and why. I remember thinking at the time “don’t you have better things to do?”. But, when I thought about it, doing this was probably far more challenging than the original assignment.
I’ve lost touch with this student. Who knows? Maybe he’s working for Google now. (grin) But the biggest bit of satisfaction for me was letting him include that in his code and making for a more sophisticated application.
I’m glad to add this blog to my collection. As I said on the voicEd Radio show, this could have been titled “A union stewart and a school principal walk into a coffee shop”. These people would be Judy Redknine and Toby Molouba.
Because they did. It’s an interesting combination given what’s happening in education and, quite honestly, something that should be seen in more places. There are most certainly lots of things to think about in education – when this post was written the current actions were only visible on the horizon.
I love this quote from the blog post.
“When your child walks into the room, does your face light up?” Our belief is that adults, like children, need this same light. The heart of the matter is it is about our humanity. Relationships truly matter.
Humanity and decency are things that I would suggest can be taken for granted if left alone. I really appreciate the message of collegiality that comes through in this post. Relationships are number 1. It’s a lesson for all of us. And yes, adults need to see the same light.
I wonder if the faces light up when the two sides enter the room for a round of collective bargaining. Of course they don’t. Like playing poker, you don’t want to show your hand.
But imagine if they did. Would that lead to an earlier conflict resolution?
A while back, I read Part One of Anne-Marie Kee’s thoughts about trees, in particular as they apply to Lakefield College School.
This is an interesting followup as she reflects on trees and how they grow, survive, and thrive. In particular, she shares some interesting observations about community and deep or not-so-deep roots in the section dealing with myths.
Towards the end, she turns to how it is so similar to today’s teenagers. Trees help each other grow and so do teenagers. In fact, by giving them the opportunity to take on more responsibility in truly meaningful ways, you do help the process. Not surprisingly, she makes the important connection to mental health and well-being.
I know that we all think we do that. Maybe it’s time to take a second look and really focus on the “meaningful”.
Will Gourley really grounded me with his observations about giants. Perhaps because my use with computer technology, a new field in the big scheme of things, I can name and appreciate the giants in the field.
With a career in education, I can think back to the giants who I looked up to professionally. Egotistically, I remember my first days in the classroom just knowing that I was going to be this stand-out educator and change the world all on my own.
And you know what? What they told us at the Faculty was true. You could close your classroom door and nobody notices or cares!
Then, either the first Thursday or the second, there was a big package in my mailbox. It was an updated collective agreement. As a new teacher, I got the entire agreement and then the 1 or 2 page summary of changes from the recent rounds of negotiations. I was blown away to realize that I had received a raise!
That weekend, I sat down and read the agreement from cover to cover. On Monday morning, I sat down with our OSSTF rep and had a bunch of questions. I recall many being “what happened before this was in the agreement”. It was then that I got a true appreciation for the work that had gone into things over the years.
The value of being an OSSTF member continued to grow and impress me over the years. I served as our school PD rep and CBC rep for a few years and every step led to an increasing appreciation for the work that was done. When OSSTF started to provide quality professional learning, I was over the top.
I know that there are tough times during negotiations but just thinking about where you are now and how you get there is important. In a few years, those leading now will be the shoulders that others are standing on.
Of course, I had to share this post from Arianna Lambert. Computer Science Education Week is near and dear to my heart and the Hour of Code may be the most visible thing to most. I wrote a bit this week about things that can be done with the micro:bit..
I deliberately moved her post to this week, marking the end of the Hour of Code. Why?
An hour of anything doesn’t make a significant difference. The Hour of Code should never be considered a check box to be marked done. It should be the inspiration and insight that lets you see where coding fits into the big scheme of things. It is modern. It is important. It is intimidating.
If you’ve ever taken a computer science course, you know that seldom do you get things right the first time. But every failure leads to an insight that you have for the next problem that you tackle. Student and teacher can truly become co-learners here. Why not take advantage of it?
Included in Arianna’s post is a presentation that she uses and a very nice collection of links that you can’t possibly get through in an hour. And, I would suggest that’s the point.
I know what I’ve been doing all week and plan to continue into the weekend.
I cringed when I read the title of Aviva Dunsiger’s post. After all, she had kind of dissed my post about Advent calendars.
This post was different though.
There are lots of pictures she shares about classroom activities so there is a holiday thing happening in her classroom. Check out the menorah made from water bottles.
She shifts gears a bit and tells a story of her youth. She grew up Jewish and then a second marriage gave her the Christmas experience. It’s very open and a nice sharing of her experiences. It was a side of Aviva that I’d never seen before. I appreciated it.
You’ll smile at the story of her grandmother. We all have/had a wee granny in our lives, haven’t we?
The podcast version of our live TWIOE show featuring these posts is available here.
I hope that Tim King and I are still friends after my comments on his post. It’s not that it’s a bad post. It’s actually very factual and outlines for any that read it teacher salaries, qualifications, benefits, etc. They’re done in Tim’s context with Upper Grand and that’s OK. With the way things are done now in the province, it’s probably pretty standard. There’s enough statistics and insight there to choke a horse. (sorry, but I grew up in a rural community)
What bothers me is that teachers somehow have to defend themselves for all that has been achieved through collective bargaining. Why can’t it just be said?
Damnit, I’m a teacher! This is what I’ve chosen to be in life; I worked hard to get here; my aspiration is to make the world better by educating those in my charge. Period. Nothing more needs to be said.
What other profession has to defend its existence every time a contract comes up for renewal? And teachers are such easy targets. We’ve all had that one teacher that we didn’t like; some people like to project that across the entire profession.
Part of Tim’s inspiration for the posts comes from the venom of “conservative-leaning reporters”. I think that may be a bit of a concession. The venom, from what I see, comes from opinion piece writers. Unlike reporters that do research, opinion pieces are based on supporting a particular viewpoint.
But, let’s go with reporter. According to Glassdoor, the average base pay in Canada is $59,000/year. That would put them about the fifth year of Category 2 in Tim’s board. For that money, they write a missive a number of times a week for their employer, attach perhaps a stock image and call it an article. The point is to feed a particular message. A truly investigative reporting would put them in a classroom for a week to really get a sense of the value educators give for their compensation. But you’d never see that.
While I know that these messages really upset educators, they should always be taken in context and understood for what they really are.
BTW, it’s not lost on me that these reporters make about $59,000 a year more than this humble blog author. I don’t even take weekends off. Who is the dummy here?
One of the more fun, active, and interesting things that you can do with your micro:bit is to turn it into a step counter. These things are so popular in today’s world; a phenomenon starting with the Fitbit device. Now, you’ll find that counting steps is just one feature of a watch or smartphone that you own.
Making your own using the micro:bit is a pretty easy task and is one of the activities that you’ll find at the project page of the makecode resource. Or, another resource that goes a bit further in Python here.
While a lot of things can be created and run in the editor at the site, this activity is one that you’ll want a real physical micro:bit to play around with and to test.
The key to all this working is an example of another way of having the micro:bit accept input. You’re not going to use either the A or B button here but rely on the fact that the micro:bit can detect when it’s shaken. The assumption here is that each step will generate a “shake”.
I found that it worked nicely. Accuracy isn’t necessarily the goal here; it’s to get the excitement from seeing the activity in action.
In order to fully test it, you’ll need to attach the battery pack (and batteries $$) to the micro:bit so that, once you’ve loaded your code, it will work without being attached to your computer.
I took mine and tucked the micro:bit and the battery pack inside my sock and then took it for a walk. I did so some counting and it did display a count after I stopped and removed it. Unlike my watch, it’s a little more different to get an ongoing count while actually walking! I need transparent socks.
For your morning smile, I will admit that it did feel a little like being under house arrest and having to wear an ankle bracelet. (not that I’d really know) But, with the exercise complete, there really was a bit of a Wow! factor. You really can do some pretty sophisticated programming with this thing.
I think back to my original post for this series of posts about the micro:bit. Could I have done this in an hour when I first started to program? Absolutely not. Even the concept of the step counter would have been foreign at the time. But, in today’s world, what a wonderful introduction to the concept of real-world application programming for students!
It was interesting to write yesterday’s post about the beginning of coding for me. It was a true story. My programs did have to travel for an hour to London just to run.
While I eventually got to use terminal devices to program at university, when I landed my first job it was back to writing programs on cards and sending them to the Windsor board office to run for the students. Legend had it that the nice room at the back of my classroom was supposed to have an IBM 1130 of its own but the cost was too prohibitive.
I don’t think it was all bad. Because of the 24 hour (or more) delay to get a program run, we programmers became very thorough in our programming. None of this “let’s try this and see if it works”. We had to plan and trace our way through a program. There’s nothing more frustrating than waiting 24 hours only to realize that you missed something silly.
The bottom line was that our devices (and us) were truly disconnected in the process. Of course, it’s not that way today. There really is something satisfying about seeing things happen right in front of your eyes.
After another day of playing around with the micro:bit, it’s a bit humbling to see how things that we take for granted can come to fruition. Who doesn’t have a device or used a device that is connected to something else wirelessly? It’s life as we know it.
With the micro:bit, you can easily program it to communicate with another wirelessly using the built-in radio. Look at those commands.
For the longest time, I had one micro:bit and I longed for the time when I had another just to try this. Of course, you can do it with the online simulator but there’s something about touching it.
A real breakthrough for me happened at a Minds on Media event. Jim Cash was running a coding booth and he had lots of micro:bits. I told him of my desire to just test the concept of sending a signal from one to the next. It was dead simple. I was impressed.
Then, I shared with him a project that I’d wanted to try – build a slot machine! The concept is relatively simple – there would be one master micro:bit that would be equivalent to pulling the lever. Once the lever was pulled, the other micro:bits would display the results. If I ws really greedy, I could have designed cherries, apples, pears, etc. but I settled for 1s, 2s, and 3s. We were up and running in a matter of minutes and I thanked Jim profusely for the use of his gear.
Alas, I’m without a collection of micro:bits. But, I do have a project in mind that would be fun.
When we were kids, we would play a game of “Chase the Ace” around the kitchen table with my parents. It would be interesting to implement that game on a set of these units.
Kids have it made for learning coding these days!
My Hour of Code collection for 2019 is located here.
In particular, I’ve got my micro:bit out and am playing around with it using the Python programming language and the tutorials that can be found here. It’s lots of fun for me and I don’t hesitate at all when using the word “playing” in this paragraph.
If you’ve ever programmed in Python, you know that it’s a text-based language and I keep having to make sure that the syntax that I’m using is correct. There is a lot of room for error.
And, growing up learning to program, error was just part of the game. You learn to check and double-check to ensure that everything is correct.
I first learned to program in high school. Wait, Doug, they had computers back then?
Yes, indeed. Ontario even had a curriculum. It was called RP-33: Data Processing and was released in the 1960s. In 1970, there was also Informatics, Intermediate and Senior Division.
We didn’t have a computer at our school actually; we wrote our programs on punch cards and they were shipped to Althouse College in London to be run over night. The next day, we had a chance to see how well we did. Our programs were run on the computer (if I recall correctly, it was an IBM 1130) We programmed in the Fortran IV language and most of our programs were related to business functions. i.e. writing cheques, doing payrolls, inventories, etc. To think that this guy could write a program that would make a computer do something productive blew me away at the time and it still does today.
There were two elements that had to fall into place for success. First, the program had to compile successfully and secondly, it had to execute and generate the appropriate results.
It’s when I think about this that I get so impressed with the opportunities that the beginning learner has today. The second part – doing things correctly will always be the acid test to your programming skills. But, with the drag and drop interfaces that are so common, the first part actually becomes a non-starter.
Instead of learning the instructions and then the parameters needed, you just drag an action to the desktop. If the steps that you’re thinking about using actually fit together, they well, actually fit together.
From the Makecode website, I took a long look at micro:pet. It’s simple enough to get started – you’re creating a pet for a friend. But the whole package is a really rich experience. Yes, there is the coding part but beyond that, there’s making, language, interviewing, etc.
It’s the whole package.
I reflect back to how I learned to program. Typically, it was by learning one or two command or concepts and then doing a few examples and experience the success or lack of it and then move on. Even the simple act of running a program took 24 hours.
It’s just an entirely different world where beginning learners can do what I did and so much more inside an hour. It’s a great time to be learning how to code. I hope that it’s happening in your class.
As noted in this post from last week, I have created an updated Flipboard of resources for 2019. If you’re looking to join a professional organization of like minded coding teachers, consider the Association of Computer Studies Educators.
This is a modified “post from the past”. Last year, I ran this for Hour of Code 2018. I’ve created a new Flipboard document of resources for 2019. There are some new resources there and some updated from the past. And, quite frankly, there are some classics. After all, hours haven’t changed!
If this is your year to jump or if you’re building on last year’s efforts, hopefully there’s something here to help your cause. You don’t have to fly in an expert to lead your class; there are lots of terrific resources and ideas here. DIY.
Next week, December 9-15 marks yet another Hour of Code, part of Computer Science Education Week.
This has been going on for a few years now. It’s an opportunity to try coding exercises in the classroom and perhaps create an interest in Computer Science and future studies. In Ontario, there are formal courses for secondary school as described in this document.
Depending on who you are, it might be:
something else in education to ignore
a first opportunity to try some coding activities
a change to follow up with what you did last year
an opportunity to celebrate the coding that happens regularly in your classroom
or for Computer Science class where coding is done daily, an opportunity to reach out and try something new
Hopefully, if you’re reading this blog, you don’t fall into the first category!
All this past week, I’ve been toying with some of the offerings for this year and, like I do annually, I have created a Flipboard document of some of the things that I’ve found. It’s certainly not inclusive but just might generate some interest or inspiration.
All of the past years’ collections are available as well. I haven’t checked all of the links to see if they’re still active so clicker beware.
This week starts off with a post from Sheila Stewart. Maybe it’s a little less “education” than normal but it might make you look at your Christmas tree in a different way. She was inspired by a story about Halifax donating a tree to Boston which led her to thinking about trees in Kenora.
It got me thinking about Christmas trees in my life. As a kid growing up, it was always down to the trees sold by the Kinsmen and Kinettes. The tree had to be the perfect height with the perfect amount of symmetry. Lots of mathematics to consider when you’re freezing…
In our town, there’s always a big show as our natural tree is lit. The mayor, town crier, shooting of the town cannon, fireworks, hot chocolate, and of course the RiverLights.
These days, we’ve found the perfect solution for our rec room – an artificial tree which is absolutely symmetric. It makes the perfect backdrop for our Christmas picture.
From Rob Cannone, the best wisdom for professional learning.
With students, they learn something and immediately put it into practice. Can you imagine the disaster if you taught something and then didn’t get into projects, assessments, or any of that good stuff until a month or two later?
So, why as teachers, do you attend professional learning events and then not implement things right away?
Rob notes some steps that he feels should be done.
One thing at a time
Open the box
Share learning with others
Practice makes progress (accept it won’t be perfect)
His third point is even more important in this day and age. There was a time when you might learning something and then share it with a colleague in your school. With social media and its power, your best new learning partner just might be online.
From Lynn Thomas, another post that I thought moved nicely from kids to yourself in the argument that she builds.
We all remember our days at the Faculty of Education and the advice that we got about questioning – never ask a question that can be answered with a “Yes” or “No”. Aim for something deeper and richer so that the student can provide evidence of learning.
Then, for me, the post took a turn.
When we ask questions of ourselves, do we aim for the richer questions or are we happy being able to respond “Yes” or “No” or ticked off on a to-do list? Or, updated to 2019, anything that can be answered quickly by a search engine.
Other than the fact that Quagmire also starts with a “Q”, I like her logic of avoiding getting stuck.
We have a couple of bird feeders in the back yard. We know that you have to reliably fill the feeder. We’ve learned about ways to avoid birds flying into windows. We’ve learned how to keep the squirrels off the pole. There’s so much more in this unit including the CN Tower.
And we get so excited to see Blue Jay, Cardinals, Woodpeckers. Squirrels, not so much.
There’s a real wealth of activities, literature, and learning opportunities here. Wow!
I thought that I was going to be like a fish out of water with the post from Deborah McCallum. After all, I didn’t teach reading. That’s for the younger years; by the time we got them in secondary school, they should know how to read, right?
But, are they all really accomplished readers?
Deborah points to a lack of extensive research in this area. In our voicEd Radio show, Stephen shared some of the challenges that he had as an adolescent reader. Do we make the assumption that because they’re older, they just are all natural readers or have at least mastered the skill successfully?
Deborah offers a few things to think about. Good for beginning readers but certainly worth keeping in mind for the older ones.
Low knowledge of vocabulary
Inadequate word recognition strategies
Lack of schemata or background knowledge to interpret text
Poor use of strategies to comprehend what they are reading
My neck snapped when I read the title to this post from Alanna King. Then, I thought, we’ll turn her into a programming geek yet.
In a previous post, she mentioned how he was excited about learning about design and interface but now she’s rolled up her sleeves and is digging into code.
Her description of the activity matches the activities that we used to set up in our “Women in Technology” workshops for Grade 7/8 girls. There is something magical about looking behind the scenes to see exactly what’s going one. You might remember the inspirational “a pixel here, a pixel there”.
These days, there isn’t a huge need to be able to code many things from scratch since we have such great, purposeful editors to work with. And yet, there is the odd time when you need to look behind the scenes because something isn’t working just right. I can’t imagine how long it would take to write a blog post without an editor.
But, I still maintain, that’s not the ultimate goal. To be sure, the power behind programming and coding is knowing that you can absolutely be in charge of that page, that site, that device, that electronic thingy. Once you know, realise, and understand that, you can’t be pushed around by a wannabe or a particular device.
Learn and take charge – Alanna’s on a wonderful trip.
There’s real frustration in this post from Matthew Morris.
the kids in my classroom were in the middle of completing their short stories and the laptops they had been writing short stories on were booked – for the entire week.
In his school, the supply doesn’t meet demand when it comes to technology and that’s the TLDR;
It’s the sort of thing that legitimately turns teachers off using technology in a meaningful, reliable way. Imagine any subject area where you can only do what you need to do every other Thursday if you remember to book things.
“We are teaching students born in the 21st century. We need to meet them on their plane.” Round of applause.
How many times have we heard this? Some self-important speaker on the speaking route commanding a fee that could otherwise have bought maybe 10 Chromebooks. Or, in Matthew’s case looking at a neighbouring board where a commitment to the concept has resulted in every student being given a device. I can understand the frustration.
Somewhere along the line, the people who allocate the dollars have to decide whether they’re prepared to fund a significant program or be happy with periodic low-level activities.
Thanks, once again, to these wonderful Ontario educators for blogging and sharing their thoughts. Please take the time to click through and read these posts in their entirety. And, make a blogger happy – leave them a comment.