If you would like to know how to start an iDevice (iPhone, iPad, etc…) and launch an app, then this tutorial may help. It was originally created for the folks over at WSD EAL.
If you would like to know how to take some basic pictures and video on your iDevice (iPhone, iPad, etc…) then this tutorial may help. It was originally created for the folks over at WSD EAL.
If you would like to know how to “beam” your iDevice (iPhone, iPad, etc…) to a projector with a connected AppleTV then this tutorial may help. It was originally created for the folks over at WSD EAL and so is “localized” for that location.
Ever wonder how to get material off a Winnipeg School Division managed iDevice (like an iPad)? Wonder no more.
I have created a guide that should help. Download the PDF here.
I was asked the question of how to add back grounds in Paper 53 the other day. Actually, that’s not exactly right. The question I was asked was, “Is there an app on our Divisional iPads that we can do blue print type designs on?” In fact, there might be…
Paper 53 has a lot of tools that will make the drawing of shapes and lines easy and fairly exact and they are explained in some detail on their site… Paper 53 Drawing Tools
Here’s a little taste of their abilities… Diagram Tools
In addition to have tools that allow for fairly exact drawing, there is also a tool that allows for incredible zooming for close up work. Zooming in Tool
Finally, Paper 53 also allows for various backgrounds to be added in, such as storyboards or blue prints or grids. Here’s how that is accomplished:
Every once in while, one participates in an event that has a lasting impact on the soul – not in a troubling way, but in a way that reaches out, delicately torches, in some cases embraces, one for the better.
Today one of the strongest characters & most innovative teachers I know, asked me to be a “human book” and share a personal story along with 42 other human books in a massive sharing circle. It was breath-taking & awe-inspiring! And inside? My heart and soul reeled with hope as I watched students take in stories, share their own perspectives, not caring about their own differences or their issues, only wanting to share and talk openly about the story and the issue at hand. It was mind blowing how focussed and respectful participants all ages were.
Many of my fellow “books” had props or artifacts to sustain interest. This was a really good idea, but not one that worked well with my story. I was my own artifact. A lot of the stories I heard were quite positive! I shuddered a bit because, while mine ultimately turned out alright, it was not exactly a rosy story! I fretted, but unnecessarily so! The participants didn’t judge MY book by it’s weathered old cover. Nor did they deem my story unworthy. Quite the opposite in fact. My message of facing challenges, staying positive and not giving up despite what happens on your educational journey seemed to hit home with many. And many were surprised that a teacher could have such educational trouble!
This brings me to the part where I want to thank everyone, most especially Chantelle Cotton, for making this incredible experience possible.
Today hundreds of people connected in a way that was beautiful, deeply appreciative, and wonderfully connected! The sense of community, peace and consecutiveness was palatable.
We need more events like this!!!
Over a month ago, I issued a challenge to the WSD Twitter-sphere… The challenge was simple (and was, in point of fact, inspired by high school friends of mine now living in the States!) :
for 7 days, post 1 Nature-focused, Spring-inspired image on Twitter with the hashtag #WSD7dNC in celebration of Earth Day.
Now, my fervent intent was to post this Mashup video on Earth Day itself on April 22. Alas, this was not to be for a number of reasons. First off, people continued posting images well after the 7 days were completed, which is an awesome issue to have. And secondly, I just ran out of time (not really a great excuse, but there you have it).
That said, the response to this challenge was incredible and the images posted were beautiful and varied. What has impressed me most? With little effort, the spirit of collaboration, the thrill of seeing positive, warming, hopeful images made my day and judging from retweets, likes and DMs I would say that that others involved felt the same way!
George Couros has coined the phrase “Competitive Collaboration” in his book and in his work with us this year, and while I have trouble with that phrase, I have NO trouble with the intention…
The positive collaboration within this simple, non-competitive challenge was wonderful, drew a community of people together in a common goal and managed to produce a lovely piece. And so without further ado…
I have pulled together a presentation of sorts to celebrate this collaboration of spirit and positive nature in celebration of Earth Day! Enjoy.
I have a new Twitter challenge going over the next SEVEN days. The 7 day Nature Photography Challenge is simple: The idea is to occupy Twitter with nature photographs every day for 7 days and to hashtag them with #WSD7dNC. That’s it really.
My plan is to Storify the lot when were done as sort of an EARTH day tribute. We see how that plays out.
Coding for the most part exists in a virtual space. But there are some fascinating tools that allow learners to experiment with coding and real world objects. Here are a short list of some of those items. I will have tutorials on how some of these work as the year progresses…
The PicoBoard allows you to create interactions with various sensors. Using the Scratch programming language, you can easily create simple interactive programs based on the input from sensors. The PicoBoard incorporates a light sensor, sound sensor, a button and a slider, as well as 4 additional inputs that can sense electrical resistance via included cables.
Here’s an example of PICO boards in play in a Drawing Program:
In another excellent article provided to me by my Director, called “Life with Raspberry Pi: Sparking a School Coding Revolution” By Chad Sansing, I discovered that…
The Raspberry Pi is a “$25 computer that fits in the palm of your hand. While you supply the mouse, monitor, and keyboard connection, your “RPi” supplies the rest. It comes with a Linux-based operating system (an open-source alternative to Windows and Mac OSX) called Raspbian. The operating system is on a Micro SD card.”
“Using the RPi, kids can connect Scratch with Microsoft Kinect to write programs controlled by a player’s body. Or they can plug an Arduino circuit board into a laptop to light up or move attached objects by writing small “sketches”—short programs—of code.”
“Working with Python and IDLE to run a circuit or to modify a game like Minecraft makes it clear to kids how computers control the devices around us. Programming a blinking LED light or a Minecraft building helps them see how what we do with code translates into what happens virtually, on screen, as well as in the physical world of electricity.”
And that’s really just a starting place.
The LightBlue Bean is a low energy Bluetooth Arduino microcontroller that is programmed wirelessly and is perfect for your smartphone controlled projects!
“Using Bluetooth 4.0, this Arduino-compatible board is a serial protocol that allows the LBM313 Bluetooth Low Energy module and Atmega328p to communicate both messages from the client (OS X, iOS, etc.) to the Arduino. As well as send special commands to the LBM313 to do things like read the temperature sensor and set the LED.”
In other words, this tiny little bean can handle anything from opening your combination lock with your phone to reminding you to pick up milk from the grocery store, to turning your fan on automatically when you get too hot. All while running on a single coin cell battery! It’s designed for easy wirelessly programming from your iPhone, iPad, Android phone, Mac or PC!
The Micro Bit is all about having “young people learning to express themselves digitally” through coding. Suggested projects for the Micro Bit include using its magnetometer to turn it into a metal detector, using it to control a DVD player, or programming its buttons to work as a video game controller.
In another great article provided by my Director entitled “This Is The Tiny Computer The BBC Is Giving To A Million Kids”, by Rich McCormick the situation concerning “comparatively cheap computers that have helped thousands learn programming skills, and played a part in kickstarting the British video games industry, as coders designed increasingly elaborate console games in their bedrooms. Rocks references the original BBC Micro in describing the scope of the new project. ”As the Micro Bit is able to connect to everything from mobile phones to plant pots and Raspberry Pis,“ she says, ”this could be for the internet-of-things what the BBC Micro was to the British gaming industry.”
CodeBug is a cute, programmable and wearable device designed to introduce simple programming and electronic concepts to anyone, at any age. CodeBug can display graphics and text, has touch sensitive inputs and you can power it with a watch battery. It is easy to program CodeBug using the online interface, which features colourful drag and drop blocks, an in-browser emulator and engaging community features. Create your own games, clothes, robots or any other wacky inventions you have in mind!
Recently, my Director gave me an interesting article to read entitled Should Kids Learn to Code? by Gaby Hinsliff. It was a fairly involved read and I thought I do my own version of a Storify of it!!! So here goes…
“Everyone should learn how to program a computer, because it teaches you how to think.”
…learning to code is simply learning to tell machines what to do…
“We want people who are comfortable with that sense that there’s no right answer.”
Teaching word processing packages and PowerPoint was all very well, they argued, but to become programmers, children needed to get under the bonnet and understand how computers work.
We’re teaching too many kids in schools how to use applications, not to build them.
Non-specialists can teach basic office IT skills, but teaching computational thinking requires more in-depth knowledge.
Although the tech industry is overwhelmingly male-dominated, this group, typically for a Code Club class, comprises roughly 40% girls. Yet girls tend to drift away from computing in their early teens – boys outnumber girls at A-level computer science by nine to one.
Perhaps that is the single most honest argument for teaching everyone to code: to give everyone an equal shot.
So, what in a nutshell, is the author’s & my opinion on the question? Yes. Emphatically yes! Students should learn to code. More importantly though, special attention will need to paid to engage and keep girls involved through the teen years.