Especially for those of us who have been in it for said haul.
Just to date myself, I learned how to program via punched and mark sense cards. A program wan’t just as assembly of instructions or blocks; it was an assembly of these cards. Debugging was much more of a challenge. Not only did you have to find whatever bug was causing you grief but then you had to create a new card (or erase the coded in bubble) and then replace the one causing you problem in the deck. There was a great deal of pressure to get it right the first time through to avoid this process.
Of course, things changed; I ended up taking courses with terminals (yay, no cards) and then the personal home computer revolution came along. This really was a change in things. From my first TRS-80 computer to Windows PCs, I’ve written programs on them all. You really had to know your machine and I’ve often said that these were the last times that I really understood computers.
A big change was coming with the concept of windows running on a computer. Originally from the XEROX Parc, the whole notion of user interface being more than just text on a screen really took off. As we know, Apple was the first to adopt this. It was about this time that knowing all the ins and outs of a computer became less important. In fact, the way that things were tightly controlled led to comments like:
A Macintosh is a computer with training wheels that don’t come off
But usability and functionality really took off and Microsoft followed with its own take of a windowed environment. It’s a far cry from today; it was more like text occupying its own window that you could resize. Windows 1 seems so distant from Windows 10 of today.
For a step back in time, I enjoyed this video. It’s claim is that it’s the first “Hello World” program for Windows.
If you’re a programmer, you know that “Hello World” programs are the ultimate proof of concept that you could write and then run a program in whatever language you’re using.
This little video brought back so many memories including the one big advantage that Microsoft had over Apple. You could have coloured windows. Sadly, I remember using this colour combination at one point. Maybe it wasn’t such a big advantage after all. Colours in windows today is a little more subdued and Apple continues with its plain jane windows frames.
35 years seems like an eternity and it is in the computer world.
But, with all of our love for nostalgia, I can’t see anyone ever longing for a return to this world.
Fact: All teachers of mathematics will have taught about prime numbers at some time. A lot of teachers of computer science will have assigned the problem of determining whether or not a number input is prime or not.
It’s a relatively straight forward concept. A number is prime if:
So, just about every positive number is either prime or composite.
The site number.education has just about everything you’d ever want to know about Prime Numbers in one spot, as well as a way to test to see if any number is prime.
All of this is accessible via the menu on the landing site.
I’ve long known about prime numbers. It’s just one of those things that you learn early in school and it sticks with you. It’s also a nice time waster to start with 3 and see how far you can go in your head, picking off prime numbers.
From a computer science perspective, it really is an interesting concept. The mathematics is so simple and you can introduce/reinforce many programming concepts by writing a program or two. Integer division, remainders, test for valid input, etc.
Yes, these are slow times so I did write a couple of programs here just for old times sake.
Oh, and there is one positive number that isn’t prime. This page catches it nicely and so should your program, if you elect to write one.
I know that there are some college and university instructors that read this blog and I would encourage them to take a look at what’s available and might be helpful to them.
My focus is in K-12. In this case, it’s Computer Studies.
One of the powerful mailing lists that I follows comes from ACSE where Ontario Computer Studies teachers are sharing resources, asking for assistance, and looking for inspiration.
Teaching Computer Science is kind of an oddity. Unlike many courses where you just buy a textbook for student use, there aren’t that many textbooks for Computer Science teachers, particularly in 10-12. It’s a bit different if you’re teaching the Advanced Placement courses but for the regular Ontario courses, finding a textbook is incredibly difficult. Personally, I never used one.
Instead, I was always making up my own resources. They probably weren’t generic enough for others to use them but I felt they met my needs and the local interests of students. As such, I was always looking for new resources and ideas. It was always a hoot to find a new problem and work through it with students.
So, why college resources? There’s another dimension to all this. Sadly, not all students see the light and take Computer Science courses until they get to college / university. As a result, at post-secondary, there are often introductory courses. The ideas and inspirations there can be used as well.
I took a look and a search for a very popular programming language – Python. There are lots of filters to narrow your search if needed.
And the list goes on. Now, individual teachers would have to take a look for resources and test them for suitability but it’s a giant start beyond having nothing to work with.
At the least, you owe it yourself to check this resource out.
So, it looks like the program is 32% confident that my parents named me Douglas. But, it’s a little over 40% sure that it might have been Donald. Well, I was kind of impressed because my parents did name my younger brother Donald.
The input is pretty simple; choose your gender, your birth decade, and then a few letters from your first name and see the results. As the author notes, the data is from US sources which is close enough for me for the entertainment value. And maybe statistics in the classroom.
As I was playing, the programmer in me thought “this can’t be that difficult to write – all you need is the data”. So, I did some internet searching.
This was interesting but wasn’t quite easy enough to work with.
Then, I found this resource. Admittedly, this is from an American source but it’s perfect to work with names by decade. I was able to easily create some data files and write the code to interact with it. So, there’s my tip to Computer Science teachers for today. I love coming up with new ideas to do some coding with.
Oh, and just to settle something for people that do know me. I wasn’t born in the 1970s but if the Internet wants some fake news, go for it.
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!