Category Archives: Creativity

• Having an ‘entrepreneurial eye’ for economic and social opportunities
• Asking the right inquiry questions to generate novel ideas
• Leadership to pursue those ideas and turn them into action

Free Vector Software: Best Editor and Drawing Tools

Looking for inexpensive ways to create VECTORS or scaleable graphics? Here are some amazing FREE or nearly free tools to get the job done… Hands down winner for features is Inkscape but it’s definitely fussy to learn and I would choose Vectr if you’re just getting started.

 


Paying $500+ for a new CorelDRAW Suite may not be the best investment for a graphic designer, especially a beginner. The same goes for Adobe’s stingy subscriptions. Give or take, most graphic design tools are built on the same principles. And more often than not, we need to create something simple and effective – an icon for our website, a logo, or just have some fun with vector art. Even for serious vector art, we probably never use all the fancy features big companies throw at us.

Thankfully, there is a free vector software that allows us to do what we want. In this article, we will cover the most popular and effective of ones.

Inkscape

Platform: Windows, macOS, Linux
Download link: inkscape.org

Inkscape is often called the GIMP of vector apps. It’s an open-source program with plenty of features that make you wonder why people aren’t selling it. And yet, it’s completely free. The app was released in 2003, and since then has become one of the most popular vector graphics software programs in the world. It’s available in 90 languages and across many platforms, including OS X and Linux.

The node workflow in Inkscape is similar to that of Adobe Illustrator and allows adding new nodes, as well as moving and editing them.

Helpful features like node aligning and symmetry are also available to use. Bezier curves and pencil tools work smoothly with graphic tablets, allowing users to create hand-drawn vector images of any complexity.

Inkscape also has image bitmap tracing, which is for converting rasterized images into vector paths. However, the feature is not as advanced as the one in Adobe Illustrator, and you may need some extra manipulations to make it work, or you’ll have to trace it manually.

Inkscape supports all popular formats, including SVG, EPS, JPG, PNG, PostScript and others.
The list of features the app has is beyond listing, and chances are it can do pretty much everything paid programs like Adobe Illustrator can do.

Full video tutorial here by Logos By Nick

At the very least Inkscape is nearly as good as Adobe Illustrator. Both programs share a very similar workflow and if you’re used to one of them, it makes it easier to make the switch. For logo designs and creating vector graphics, there won’t be much difference in whichever one of you use, apart from having an extra buck to spend on something else.

Tutorials: Inkscape’s website offers a wide variety of tutorials from beginner to advanced here. We also recommend Logos by Nick’s Youtube channel – it offers many excellent tips and workflows from a practicing designer.

Pros:

  • Many features, solid AI alternative
  • Works smoothly with tablets
  • Multiple platforms (Linux included)
  • Extensions

Cons:

  • Rare performance issues with big files
  • Some features are not intuitive – tutorials are needed

Vectr

Platform: Windows, Mac OS, Linux, Chrome OS, Web
Download link: vectr.com

Unlike Inkscape, Vectr is fresh blood in the yard. Which is good, because it means the development is shifted by industry demands, and not by the curse of bloatware.

This free vector art program was released just two years ago, but the pace of its development is truly magnificent. With all the features added recently, it’s hard to imagine what this product could be capable of in the future. However, developers are pressing that one thing stays unchanged – it will be forever free.

To compare Vectr and Inkscape is to make a great mistake – these two products are both in a league of their own. What Vectr lacks in features, it compensates for in intuitiveness. The learning curve on the program is non-existent: if you’re just starting in the design industry, you may be able to create your very first logo in five minutes after you start the program without having to skim through pages of tutorials.

Another advantage of the app is ubiquity – not only is it available on all popular platforms, but it also has a browser version with the same functionality as its desktop counterpart. That means you can work on your designs on your PC and then finish them in an internet cafe in the middle of nowhere.

From Vectr official website

The app allows all standard vector operations – creating and editing geometry shapes, curves, and paths. It supports multiple layers and pages, letting you organize your project. Vectr allows imports in AI, EPS, SVG, PNG, and JPEG file formats.

Another useful feature is the ability to share your projects simply by sending a URL to your colleagues, letting them view and edit it in a workflow similar to Google Docs. The development of full-scale collaboration with multiple people working on the same project simultaneously is currently underway, along with Marketplace and Versioning. You can literally watch the Vectr team’s backlog in the Open Roadmap.

Tutorials: vectr.com/tutorials

Pros:

    • Cross-platform and browser versions
    • Intuitive, easy to use interface
    • Easy sharing of projects
    • Integration with WordPress

    Cons:

    • Need to create an account
    • Some people report crashes – the new features may be unstable
    • Lacks advanced features

    Gravit Designer

    Platform: Windows, macOS, Linux, Chrome OS, Web
    Download link: designer.io

    We might be a bit subjective here. After all, Gravit used our icons. However, Gravit’s developers have much more to offer than having good taste.

    On a feature-wise specter, Gravit falls precisely between Inkscape and Vectr. It has more features than the latter while staying as intuitive as the former. And, like all the apps mentioned in this article, it comes with no price attached. Talk about balance.

    The app allows you to do everything you would expect from a vector software program: Create curves, edit paths, manage layers and use the knife function. It supports SVG, PDF, JPEG,.SKETCH and recently, EPS (finally!) formats for import and export. In addition, you can work on your projects across different platforms; Gravit Cloud allows seamless transition of files between desktop and online versions. A portable version is also available.

    Among the other handy things that Gravit features, there are vector assets that are available within the app. Gravit Designer’s library of assets includes icons, shapes, emojis, and illustrations – all of which can be combined and modified for commercial and non-commercial use.

    Even though the tool is free (according to developers, “there will definitely be areas in Gravit Designer in the foreseeable future, or areas surrounding Gravit Designer, that are subject to a charge”), bugs are being fixed and the most voted for features are being developed. You can see a full description of the new features in the Gravit Designer developers’ blog, along with a bunch of cool tutorials.

    Tutorials: Youtube Playlist

    Pros:

    • Huge library of vector assets out-of-box
    • Intuitive UI and workflow
    • Browser and cross-platform versions, all connected with cloud

    Cons:

    • Not yet clear what features will stay free in the future
    • No advanced features like the ones that can be found in AE or Inkscape

    SVG-edit

    Platform: Web
    Download link: https://github.com/SVG-Edit/svgedit

    SVG-edit is one of those tools that does exactly what their name suggests: It allows you to edit SVG’s, and create your own. It’s an online free vector program that is available in most popular browsers.

    The feature set is standard: Create shapes, draw with a pencil, convert lines to paths, colorize and add images. The result can be exported into popular web formats: WMP, JPG, BMP, GIF, TIFF, and of course SVG itself. The interface is pretty straightforward and reminds you of painting programs from the early 2000’s – nothing fancy here.

    One of the advantages of SVG-edit is that this open-source program can be easily embedded into your website, allowing your users to create and edit SVG’s of their own. The tool also allows you to quickly export results as HTML-code.

    Even though SVG-edit lacks features in comparison to apps mentioned earlier in this article, it still can be useful in some cases – especially for web developers. Freely available Github repository allows modifying the source code to your needs. Another plus would be that the tool is constantly being updated.

    Tutorials: Github

    Pros:

    • Simple, quick to use
    • Open-source web code

    Cons:

    • Lacks advanced features
    • Node-management is not perfect

    Honorable mentions

    Not a vector drawing software itself, but RollApp allows you to run some popular desktop apps online, in your browser. One, in particular, is Inkscape. So if Inkscape being only desktop was the only thing stopping you from using it, RollApp will seal the deal.

    This web tool really has some 90’s vibes to it. But if you’re a fan, give it a try. It’s available for free and there are enough features to make logos or other fancy web graphics. However, if you consider using FatPaint for commercial purposes, developers kindly ask to support them with a Pro subscription.

    A free web vector editor to create vector images. It allows export in SVG, PNG and JPEG. The clean UI is a bonus. It features everything you need to create a logo or an icon inside your browser.

    A graphics editor available for Windows, macOS and Linux. It’s primarily used for building math graphs and illustrations (the ones you often see in school math books). But if you feel like life is not hard enough yet, you can try drawing vector art using this tool.

    If you’re interested in free raster drawing software, check out our Best Free Drawing Software: Five Candidates article

    Have an interesting article to share with our readers? Let’s get it published.

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Evidence of Chocolates & Cherries

Evidence of Chocolate & Cherries

Life is interesting. Isn’t it always that way?

This year, and I must say the last few really, have been an extraordinary mix of devilish challenges and gleefully, exuberant joys. I’ve shared some of both with you over time on my feed in my “Evidence of…” posts.

Today’s will be a mixed bag, a bittersweet story, a chocolate covered cherry kind of thing if you will. For those of you who know me well, this serves an apt description for a story with an up and down side and for those of who are in the dark, I guess a quick side story is needed:

So here goes… I hate cherries! They hate me. It’s really that simple. Am I allergic? Who’s to say. I’ve never been tested. Few have believed I have an aversion to these red nasty berries over my 55 years of life, not even my own family for goodness sake. But how many times must one be tortured by cherries being hidden in tarts or other confectionery delights only to have them returned violently, “Witches of Eastwick” style, to prove that there’s a real issue? Really!!!

Suffice it to say the story ahead is pointedly poignant, at least to me. A real chocolate covered cherry story.

Many of you may know that I have been troubled with a degenerative and decidedly painful, but not deadly, condition that has slowly been sapping my strength and abilities to sustain a decent quality of work/life balance. And this has played havoc with two sides of my being:

On the one side is the calling that chose me back in sixth grade – that of educating.

I have know since as far back as I can remember that the art of educating learners is what I wanted to do. Why? It was partly due to my educational experiences, which if I must be honest, has been abysmal in many ways. I could recount details of having my left hand whipped simply because I used it to hold a pencil; or how I perfectly tied my shoelaces and cut circles left-handed and had to relearn both in a humiliating fashion; or how when my nose was crushed bloody by a kid on a swing in grade one, I was pulled in front of the entire school body by the Principal and ridiculed; or how I was told in grade five good spellers were born and not made; or how I had to go to summer school for two summers because teachers thought I was stupid. The list of assaults went on and I won’t bore you with more… but sadly there were more!

I knew they were wrong. I knew I was better than they were saying and I managed to prove that decades later when I graduated at nearly the top of my class and became a teacher.

Point being, I didn’t want ANY other learners to experience those set backs, those traumas, those teachers that thought they knew what they were doing and clearly did not, at least from my perspective.

The educator side of me , did not want to stop helping learners. I had more to give. More learners to support.

On the other side, was the family man. He had his own passions outside of work to follow. On this side too resided an incredible wife, fabulously interesting children beginning to branch out into the world and create lives of their own, and grandchildren. Ah, the grandchildren. These marvels can breathe life blood into dead bodies with no trouble at all. And they did with regularity. This side was equally important, probably even more so.

But as time wore on and as I became less able, there was not enough of me to go around. I began to fail… on both sides.

It started with cutting my work load and going halftime every other day. 3 years of that, then in the last year, I began coming home at the end of my working days and going straight to bed at 4:30 only to wake in pain at about 10 pm and not sleeping the remainder of the night. Misery of the most devilish sort.

My recovery days weren’t much better. Mostly sleeping. Definitely pain filled. Not much quality of life anywhere. And my mobility was tanking as well.

I wanted to work! I wanted quality of life and it seemed I couldn’t have both. And so I had a most difficult decision to make between my two passions: my calling and my family life. Seem a no brainer to you? It’s not I can assure you. Clearly, family comes out on top. Clearly. But letting go of a calling is beastly. You try it sometime. It’s like pulling teeth from your best friend or a baby perhaps. That’s the “cherry” in my story!!!

But then came the chocolate. And the chocolate was the best kind you can imagine and from two unexpected sources.

Firstly, was my farewell from work. To bastardize a phrase, I have alway said that I would “go gentle into that good night”. No fuss and no muss. I find farewell speeches nearly intolerable (platitudes, platitudes, platitudes). And I hate being the centre of attention. It’s the introvert in me (yes, you heard me correctly! Introvert! Ask my spouse). But after some heart-to-heart talks with my wife on the subject of closure, we decided to have a come-and-go farewell gig at our place on my 55th birthday entitled, “It’s My Birthday and I’ll Leave If I Want To”. You’ll hopefully recognize the reference to the Leslie Gore hit of the late 60s. At any rate, the idea was to invite people who had made a difference in my career, supported me in some significant way, in order to thank them personally. It was suppose to be a no gift affair and we’d cater the thing so we didn’t have to work too hard either.

The day turned out perfectly: it was sunny, rather warm, slight breeze and no bugs to speak of. We hosted upwards of 50 guests, some of whom ignored the no gifts clause. But the gifts/cards were incredibly thoughtful:

One teacher whom I mentored had her class make cards. These cards were hilarious because I had nicknames for a lot of the students and these students used those nicknames on the cards. One in particular was a constant talker that I playfully dubbed “Sir Chats A Lot”. His whole card took that theme and that’s how he signed it. Another added a bar code to the card because, don’t all cards have those? One student in the class who was rather special (she had ADHD inattentive type) and we connected rather well, made me an incredibly complex 3D card – An artistic masterpiece truly. These tokens of respect and caring are treasures. They all referred to me as Keith and I loved each and every one!

Another amazing friend in a school that I worked heavily with, polled all the teachers in that school and had them express in quotes how I had supported them over the years. She then assembled these into a picture frame keepsake. The quotes ranged from “helped me with seeing things more creatively, more clearly, more positively both professionally and personally” to “helped me see the joy in teaching”. From “helped me see how a truly passionate educator works within a system that doesn’t always support what needs to be supported” to “his work with staff was filled with enthusiasm and provided accessible and valuable information for educators of all experience levels!” What a keepsake and so unexpected that I was completely taken off guard.

There were others as well… cards with like-minded, and exquisitely expressed sentiments, bottles of bubbly, scotch, wine, bird watching paraphernalia, all things that told me that I was appreciated, known and going to be missed. Something I was not altogether convinced of…. Perhaps some of you will understand this point of view. Perhaps not.

I believe it’s completely impossible to assess one’s self-worth or impact accurately. Regardless, I am lousy at it. I am constantly reassessing what went wrong, how I could have done better, what I should have done differently. I beat myself up liberally after most classes, meetings, gatherings, presentations, workshops and inservices. I over think and reflect WAY too much I am told. I figure better this than not at all (as some people seem comfortable doing in the field in which I work). Be that as it may, the sentiments I received were well appreciated and, of course, overwhelming to say the least.

The second bit of chocolate came from likely my last visit to a classroom that I will have, at least in the short term and as a professional teacher. Just a wee bit of background before moving on with this tale:

My favourite level to teach was primary. In fact, the happiest teaching in my entire career was when I looped from grade 1 to grade 2 and back again. It was amazingly satisfying mostly because the second year tends to launch like an educational rocket to the stars! These grades are loaded with unstoppable wonderment and eye-popping amazement. Students are completely honest in their uncontrollable reactions, emotions often confusing you with their grandmother or mom or hugging your leg just because, or shouting in awe, “THAT WORD IS HOUSE!” for the whole world to hear. They’re simply the most precious people you’ll ever meet!

And so it was on the last Wednesday of the this school year, the last Wednesday of my career for all intents and purposes, I arrived to clean out my office. One needs to understand this process, for a classroom teacher, would be a daunting one, potentially taking hours and literally multiple dozens of boxes culled form local liquor stores – possibly frequented and collected over the year, but more likely collected in the panicked frenzy that occurs at this time of year when teachers get their marching orders (I’ve often thought it might be highly amusing for some clever News outlet to post cameras outside such stores to catch these frenzied fetchings as they unfold in the wild – but I’ve digressed again! ). But for me, the process would literally take minutes. I took my professional books to the staffroom, organized them into groups by topic, created a fancy label that essentially read in big bold letters “FREE” (If you know teachers this word also causes a frenzy. Teachers simply cannot resist free stuff of any kind! You could put out free petrified buffalo droppings and they’d disappear! No shit!), erased my hard drive, called to have my technology equipment picked up, put my personal stuff in one small box and took that to the car. All done! It was 9:05 AM. So now what? I had the rest of the day to fill.

I decided I would find a classroom and park myself in it and see if I could be helpful. Why not? I started looking around. Rockwood school, where I am housed, is a lovely K-6 school and coincidentally where I happened to start my Support Career in the Winnipeg School Division working as the South District Educational Learning Support Teacher (you try fitting that on a businesses card in anything bigger than 9 pt text!!!). It’s a lovely, familiar place. But on this day, late in the June, the entire elementary wing, that would be all grade 3-6, were at Fun Mountain! How dare they! I sauntered, as best I could with my ailing legs, over to the primary wing where I found a split grade 2-3 classroom available.

You have to imagine how this looked to the teacher for a moment. She’s working with her students planning their day. She has given each student a time table with half blocks spanning the entire day. Some blocks are already filled: the first block is filled with educational planning time, recesses are labeled as is lunch hour and the last half hour of the day is labelled clean up. The students are charged with filling each empty block with a different “educational” activity, something that they have done over the course of the year, in order to fill their day. Each student will have a different plan and each student can have free choice about how their day will progress. Rather a brilliant activity for a last days of school I thought. At any rate, this is what they were were up to, when a short, sad, grey haired, aged looking fellow dressed in casual summer wear, that the students didn’t know pressed his nose up against the window of the door to their room. Can you guess what happened next?

Distracted “mayhem” in a primary classroom can take many forms: complete off-task behaviours like squealing giggles, young ones running willy-nilly hither and yon, kids screaming AND flying about the room as if possessed (it happens usually after Halloween and you have to see it to believe it. It’s like watching San Andreas, the penultimate disaster movie staring Dwayne Johnson, in fast forward), but in this particular case, the class slowly raised their heads as they became aware of the strange visitor encroaching on the outer realm of their space. They lowered their pencils on their planners, then began flipping their gaze in a rather confused fashion towards the glass and back to their teacher as if to say, “who’s that creepy dude with sad basset eyes, grey bearded frowny mouth and saggy ol’ cheeks pressed earnestly against our door?” Giggles ensued, work ceased, and the teacher realizing that something was amiss, came to investigate!

After securing permission to enter (such a lovely teacher) and accessing the inner workings of the class, students again settled back into the task of planning their days, and I was put to work!

Almost immediately I was swiftly approached by a small, peppy, young lad who brought me back to his table to help him out, where incidentally two other fellows were perched engrossed. He was quite chatty and didn’t seem to need much in the way of assistance (a quick check in with the teacher confirmed my hunch he was fatherless), but there was still plenty of scaffolded support needed at the table.

Over the next few minutes, I noticed two things: first, lovely melodic music was playing. This is something the teacher frequently does in the class. Not an uncommon practice and it provides for an interesting environment at times. Secondly, was that more boys were gathering to this particular table for help.

This is when something magical happened. Something I will likely never forget! It stuck off cords deep inside me and tied up my career in the classroom in a way so appropriate, so perfectly, it seemed a divine gift I suppose, or at least one made just to remind me why I got into this business 33 years ago and why it’s the most important business to be in today. So what was it that happened?…

Lost Boy by Ruth B. began to play and the boys at my table began to sing.

I’m not sure if you’re familiar with this ballad or not, but I find it to be an incredibly beautiful and melodic account of Peter Pan and the Lost Boys of Never-Never Land! Add to that the image of a table of boys focussed on various educational tasks, I’m assisting some of them, singing the exact tune, the exact words right along with Ruth B. in spring warbler-like voices, clear, crystal, shiny and new!

I was stunned into my seat, blown there by the sheer magnitude of the innocent voices of these singing students. And I started crying; that and reliving significant moments of my career, much like rewinding a life before the long sleep I would imagine. It was… overwhelming and much too incredible to describe in more accurate details – it was all muddled and vibrant emotions.

About halfway through the piece, my fatherless little buddy noticed that I had tears running down my face and announces to the class, “He’s crying! Yay!”

Yay? Why “yay” I wonder briefly? But the song continues and I had no time for further rumination on the organic nature of the occurrence of this song in the playlist. Soon the rest of the class joined in the song, and I keep remembering highlights in fast emotional flashes; happiness mostly, but some sadness thrown in too.

Finally the the last part of the song is playing…

“Neverland is home to lost boys like me
And lost boys like me are free
Neverland is home to lost boys like me
And lost boys like me are free”

… and my fatherless buddy had the last words that were rather prophetic, although I am sure he wouldn’t have thought them so. When the song ended, he simply said, “it’s over.” And so it was.

I can think of no finer way of competing 33 years in the classroom than this. I thanked the students, thanked the teacher, bid them farewell and left classroom life behind, chocolate in hand.

Is AR Good 4 Teaching & Learning? Or should we get real?

Augmented Reality is nothing new for youth. It has been a part of student’s social experience in apps like Snapchat and it made a big splash when Pokemon Go made its debut. But when it comes to learning, does it have a place?

While seeing an object, insect, or animal up close in an augmented reality is certainly preferably to reading about it in your science text, is it really the best way to help students learn?

Is learning via AR it better than that?

Well, yeah. Probably. It will engage kids with the wow factor for a bit, but then what?

And what about the source? Who wants us to buy into this? A textbook provider? A publisher? A testing company? A hardware or software provider?

What’s in it for them?

And, what about all the other ways to learn? Is it better than that? Is it cost effective?

AR: The Verdict? It depends.

When compared to textbooks, most would agree that AR improves upon the learning experience. It can also help make a textbook a bit more interactive and give it some life.

But what about other options? A powerful novel? A game? A MagniScope? A PBS documentary? A YouTube expert?

To help think about this, I turned to my friends at Modern Learners for some insights.
When thinking about AR, VR, mixed reality, and etc, Gary Stager, asks, are we “investing in reality first” before we invest in such technologies?

That’s a good question. Especially for kids who live in big cities like where I work. In New York City we have cultural neighbourhoods, experiences, some of the finest museums, zoos, gardens, and experts right in the backyard of our schools. Are we taking students there? Or if we aren’t in such communities, are we using resources like Facebook Live, Periscope, and Skype to connect and interact with real people and places in other parts of the world?

When I served as a library media specialist in an inner city school in Harlem, we had immersive experiences in places like Chinatown, Little Italy, and Spanish Harlem. We visited places like El Museo Del Bario and the Tenement Museum. We had scavenger hunts around the neighbourhoods and the museums were happy to freely open their doors to our inner city youth visiting on weekdays.

Of course there are times when a real experience can not occur in place of a virtual experience. For example, a trip to Mars or the Titanic are out of reach. Engaging in or witnessing a dangerous activity for a newbie such as driving a car, plane, train, are other examples.

But even with such extremes, there may be a movie, field trip, game, or museum experience that might provide a better learning experience.

In his Modern Learners podcast Will Richardson puts it this way. If for some reason we really can’t invest in realities, then yes, these “halfway measures for poor kids” make sense, but only if it really is not possible to bring students more authentic opportunities.

But let’s make sure those real experiences are not available before jumping into augmented ones.

Consider this…

When trying to determine what is best for students, here are some questions you can ask:

  • How would a student use this outside of school?

  • Does it help a young person create agency over learning?

  • Does this have a real-life use?

  • Is this better than…

  • Reading about it?

  • Watching it?

  • Doing it?

When you consider those questions, you will be better positioned to determine and explain if augmented reality should become a reality for the students where you teach.

via Lisa Nielsen: The Innovative Edu… http://ift.tt/2yI8Xax

10 Reasons Kids Should Learn to Code

Learning about Computational Thinking, often referred to as coding (which is really the “written” part of process), is a new literacy that is overlooked for myriad reasons: “It’s too hard”, “I don’t understand it so, it will be impossible to teach”, “It doesn’t fit into any curricular area”, “There is no math in it at all”, “It’s just not appropriate for little ones”. I’ve pretty much heard the gamut of reasons why this process, not dissimilar to Design Thinking or Inquiry processes taking placing in Making/Tinkering and STEAM environments, is not viable in classrooms today. The reality is that computation thinking is a YAIEP or Yet Another Inquiry Entry Point. This should be a comforting thing for most. Inquiry and more recently Design Thinking are processes have been used extensively in the STEAM and Maker Movements that has swept educational institutions. These programs feature pedagogy that empower students to take more responsibility for their learning pathway; directing their learning through questions and personal perspectives; try to find and solve unique problems that have meaning and importance them; collaborating together to makes sense of data collected; communicating with authentic audiences and experts to share and obtain information; demonstrate their understandings in unique ways. This is Computational Thinking at it’s best as well. But there are added benefits as well and the article highlights these beautifully….  (Keith Strachan)


Word Splash of Coding Words

10 Reasons Kids Should Learn to Code

When it comes to preparing your children for the future, there are few better ways to do so than to help them learn to code! Coding helps kids develop academic skills, build qualities like perseverance and organization, and gain valuable 21st century skills that can even translate into a career. From the Tynker blog, here are the top 10 reasons kids should learn to code:

Coding Improves Academic Performance

  1. Math: Coding helps kids visualize abstract concepts, lets them apply math to real-world situations, and makes math fun and creative!
  2. Writing: Kids who code understand the value of concision and planning, which results in better writing skills. Many kids even use Tynker as a medium for storytelling!
  3. Creativity: Kids learn through experimentation and strengthen their brains when they code, allowing them to embrace their creativity.
  4. Confidence: Parents enthusiastically report that they’ve noticed their kids’ confidence building as they learn to problem-solve through coding!

Coding Builds Soft Skills

  1. Focus and Organization: As they write more complicated code, kids naturally develop better focus and organization.
  2. Resilience: With coding comes debugging – and there’s no better way to build perseverance and resilience than working through challenges!
  3. Communication: Coding teaches logical communication, strengthening both verbal and written skills. Think about it: learning code means learning a new language!

Coding Paves a Path to the Future

  1. Empowerment: Kids are empowered to make a difference when they code – we’ve seen Tynkerers use the platform to spread messages of tolerance and kindness!
  2. Life Skills: Coding is a basic literacy in the digital age, and it’s important for kids to understand – and be able to innovate with – the technology around them.
  3. Career Preparation: There’s a high demand for workers in the tech industry; mastering coding at a young age allows kids to excel in any field they choose!

Tynker makes it fun and easy for kids to learn how to code! Kids use Tynker’s visual blocks to begin learning programming basics, then graduate to written programming languages like Python, Javascript, and Swift. Our guided courses, puzzles, and more ensure that every child will find something that ignites their passion for learning. Explore our plans and get your child started coding today!

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