Determine the timeframes for the Transformation Map. For example, if the time for achieving your goal is three years, your timeframes could be broken down as Q1- , Q2 — , H2 — , H1 — , H2 — , There is usually a higher volume of activities and milestones as you begin.
That is the purpose for the shorter timeframes at the beginning of your journey. NOTE: Q1 refers to quarter 1 of the fiscal year. H1 refers to the first half of the year. Determine the categories for your map. These categories will change based on the nature of your goal or vision. For example: a supply chain project may include categories such as vendors, technology, customers, and organizational design.
Choosing the right categories for your situation can be difficult. NOTE: You may want to use sticky notes to document your timeframes and categories so they can easily be changed based on feedback from your group. The students were designing, building and testing parachutes to deliver aid in remote locations.
As part of this, they used MAPs to create a project diary in which they documented the various iterations of their design. It also allowed them to photograph and record the testing process. These diaries were easily shared with the rest of the class. What particularly excites us about this product is its potential for project based subjects. If the exam boards could endorse the use of software like this, it could change the way GCSEs or A Level submissions are accepted.
It would aid the assessment of the iterative design process. A complete top motion animation solution, designed for education and with the potential to bring learning to life right across the curriculum, it combines the Hue HD webcam with user-friendly animation software.
It will no doubt inspire children to follow creative career paths but also bring fun into their learning. A job well done! Its low price and one stop shop approach combined with its use of the Android platform opens lots of doors for students, schools and developers in the edtech market.
Also the Android environmen allows teachers and students an easier opportunity to become not just users but creators of apps over time. I was impressed at how it can be used across multiple subject areas, and also as a tool to help teachers to review and improve their own teaching methods. A great asset for any school.
Healthy Working MOVE is a free e-learning course that helps schools to protect students from musculoskeletal disorders; as discussed on pages 74 and 75 of this issue, back pain is on the increase amongst.
Lesson capture without the camera is a bonus. Everyone has an opinion on the reasons behind youth employment, but I think many people will be shocked to realise some of the realities that unemployed young people face each day. For example, did you know that 40 per cent of jobless young people have faced symptoms of mental illness as a direct result of unemployment? Surprisingly, technology is also holding young people back. One in six unemployed young people believe they would be in work today if they had better computer skills.
Many have struggled at school or grown up without a role model, thinking no-one cares. Often, these young people end up on a downward spiral towards long-term unemployment, drug and alcohol addictions and poverty, struggling to see anything positive in their lives. This should not be happening when we have hundreds of thousands of unemployed young people literally desperate for a job.
We are already working with a number of leading organisations within the science, technology and engineering sector — including Sony Computer Entertainment and PayPal — to up-skill the workforce of the future and get unemployed young people into jobs, but.
Only by re-engaging young people, can we tap into this lost potential and hope for continued economic recovery. Two years ago musician and philanthropist will. One of the young people met by will. He felt that no-one wanted to give him a chance.
He was applying for ten jobs a week but never heard anything back and started to wonder where his life was headed. Alex spent eight months out of work. Throughout the week-long course Alex learnt about all aspects of product design and learnt new skills in coding, programming and 3D printing. Alex is now in full-time employment. We are proud to be helping the next generation, including Alex, move into science, technology and engineering sectors.
We are equipping them with the skills they need to make a successful career for themselves while at the same time providing an escape route from the frustration and misery of unemployment.
With more help, we can do more. STEM and digital skills are an important part of the programme. Find out more at princes-trust. Programming is done through dragging and dropping icons in order to form commands.
The graphical interface lets students build simple programs and then easily build on their own skills until they are developing complex algorithms, making it an ideal solution for the new Computing curriculum from late Key Stage 2 through to Key Stage 4 and beyond, while also integrating other STEM subjects.
Full digital curriculum integration through the software lobby provides the entry point, giving instant access to content, programming, data logging, digital workbooks and a comprehensive user guide. It contains everything required to meet teaching goals, and gives students an engaging route to start a new project,. The Robot Educator allows both teachers and the students to follow learning pathways through software introductions, hardware introductions, programming basics, advanced programming, graphing and tools, all of which provide approximately 32 hours of classroom lessons.
Each activity follows the same structure, designed to maximise the learning outcome by fully engaging the student in real life application while also developing their problem solving and team working skills. All content within the EV3 software is fully editable. As a teacher the dynamic content tool makes it easy to edit built-in content to make it specific to their class.
They can adapt it, customise it, or simply create their own by changing or adding text, images, videos, sound, deleting or adding pages. As a student, assignments are written directly into the EV3 software through the student workbooks.
They too can add text, images, sound, and video to make it their own personal project. The EV3 software also includes a comprehensive data logging feature, further extending the cross curricular application. The data logging provides a platform to predict, collect and analyse data, log data and view live graphs, and complete analysis. Inspirational hardware At the centre of the EV3 hardware is the powerful intelligent brick.
The brick supports USB, Bluetooth and. Wi-Fi and has an interface that enables programming and data logging directly onto the brick. It is compatible with mobile devices and comes with a lithium rechargeable battery to eliminate ongoing running costs. The intelligent brick comes in the EV3 Core Set. The extensive set of LEGO elements, three motors, ultrasonic sensor, colour sensor, gyro sensor to measure angles and two touch sensors promote creativity and open ended learning experiences.
Students are encouraged to develop solutions through a process of selecting, building, testing and evaluating. All the hardware comes in a sturdy plastic storage box with sorting tray for easy classroom management.
A long lasting teaching solution EV3 can be used year after year across multiple subjects and all year groups from Key Stages 2 to 4. The low entry barriers, extensive learning directions and high ceiling make it a fully inclusive resource catered to individual needs.
Couple this with the well known, exceptionally high quality delivered by LEGO; EV3 is a resource to make a long term learning impact. EV3 resources can be catered to every need. Michael Horne has four suggestions Minecraft There is a special, free, version of this popular game just for the Pi which allows children to program in a language called Python and build things through code that would take them ages to do manually.
It has been adapted into a scheme of work for KS3. It comes as a kit which must be soldered together and is controlled using Python. Find out more at sevensegmentsofpi. Using the device, which. Eveything the pupils do is recorded here. As all of the evidence is online, the blog makes it clear how much.
With learning and progress so visible, fantastic opportunities open up for pupils to develop — with technology being used to achieve this.
With the rise in university fees, and youth-unemployment at all-time high, graduates are no longer the only ones losing sleep over worries about the future — it is becoming an issue for school-leavers too. Employers are focusing on technical qualifications and job experience, something not many youngsters are able to demonstrate. Unfortunately, the educational system does not help in this regard — there is currently little emphasis on technical or engineering skills, and the current curriculum does not encourage young people to think about a specialism until they reach university.
These schools play an important role within the state education system. Specialising in science, technology, engineering and mathematics STEM subjects, they aim to train the next generation of engineers, technicians and industry innovators and are pivotal to filling the gap on the market and putting an end to skills shortages.
However, despite a growing number of UTCs across the country, they remain a novelty in Britain and have to fight for their place within the educational system. They face several challenges, from fitting the state curriculum within their technical focus, to. UTC Reading is not your usual school. While it shares the same ambition as most state institutions, to provide first-class education and secure the best possible future for its students, it has a very special vision.
It works tirelessly with a host of industry partners to bring excellence in computer science and engineering to the. Thames Valley. The location of the college, which admits boys and girls between the ages of 14 and 18, is not accidental either.
Reading is the headquarters for many ICT and infrastructure companies, and its proximity to London and the M4 corridor, makes it a perfect location for youngsters dreaming of working for aspiring tech companies.
Although students can attend the UTC at 14, or Year 10, not everyone is ready to make such a move, especially as the current system focuses on providing a more general education.
However, studies have shown that year-olds are ready to think about their career and are mature enough to choose a general specialism while studying the broad national curriculum.
Students use technology that is widely used in a workplace, such as Outlook instead of paper timetables. They are also required to wear business attire rather than school uniforms — helping to alter their mind-set and making them feel that they are in a professional environment. In addition, UTC Reading encourages independent learning, which means youngsters have to learn to manage their deadlines and workload much as they would in a future workspace. These types of activities focus on developing practical skills, regularly used in the workplace — skills that standard secondary schools often overlook.
Last year girls formed only 13 percent of all students. In fact, the UTC is one of key. So far, the initiatives seem to be working and the school is expecting to admit from 20 to 25 percent of girls this year, but the need to educate and promote STEM agenda among all youngsters, not just girls, remains high.
It is not all bad news though; the right moves have been made to address these problems — with computer science becoming part of the English Baccalaureate eighteen months ago.
And while the country still lacks trained teachers that could develop and deliver the subject across the curriculum, it is reassuring to see so many new UTCs being set up across the country.
Her enthusiasm and hunger for knowledge secured her a spot at Fujitsu World Tour — a one-day showcase of the latest trends in datacentre technology, mobility and big data, which took place at the beginning of July. Some teachers are already total advocates and practice learning through play in the classroom every day. Others are less convinced and dismiss play, saying it has no place in the classroom at all — especially beyond KS2.
Learning itself is very well researched. We know a lot about what is going on in the mind of the teacher and in the mind of the learner. Some societies even look at play as a waste of time. We need to change this attitude. Play is key to learning. We are all born with the natural instinct to play. It draws upon symbols from the real world which is a source of learning. Play is also meaningful, episodic and rule-governed. There are always roles.
Children are either giving out roles or taking them. Without thinking about it, children are using language and collaboration skills every single time they play. One of the powers of play is that it is voluntary and driven by curiosity — it is simply intrinsically motivated, which spurs fast leaning.
It is hands and minds on. So how do we take this natural enthusiasm for play and use it to transform the way learning takes place in the classroom? You can look at learning in two ways. They both sit at opposite ends of the spectrum but are equally important. The most important starting point for learning is establishing a connection. Once a connection is established and the student is fully engaged, then we can move on to the construction phase. It might be physical construction using the brick or digital, using online resources.
This is where assessment comes in. You can use this phase to assess their understanding and share it with their peers, the headteacher or even the parents. This is when the power of technology comes into play. You can establish a two-way interaction with the parents, getting them involved in the creative learning journey.
All four phases of this framework use technology. But none of these phases would stand alone without the inspiration of the construction phase — taking a thought or an idea and using creativity to bring it to life.
And that is all inspired by play. There is a big gap in CPD for teachers. They are not, as a rulet, taught how to problem solve or be a creative thinker. But that is what industry is looking for; employees with the ability to create — not necessarily just do maths or coding. We need to move away from seeing young people as consumers of technology. Our children need to get it. They do get it. And that challenges the role of the teacher. Industry in the UK has gone; we need to get it back and we need to start early.
Children are born to be creative but somehow we lose that once we get to secondary level and that must change. There is currently no incentive to make a drastic change in learning. We are working with teachers and local leaders to bring about this change for good. A more playful, creative, hands-on approach to learning is more likely to excite. We also cannot get away from the fact that the way young people play and have fun today is changing.
They are being brought up with some amazing technology that is becoming so easily accessible and they love it. Our job, and the job of all educationalists, is to harness this passion and blend it with more traditional teaching methods to ensure students of all ages feel excited about learning and look forward to getting into the classroom.
Change the way our children are educated from subject-led to discipline-led 3. One of our objectives is to manipulate the minds of children. I recently attended a panel discussion at the Sunday Times Festival of Education festivalofeducation. A questioner asked how we could we reverse the trend of technology and go back to the old ways.
I had sympathy for the questioner as I am often sceptical of the lofty educational claims made for every new development in hardware and software. Michael Gove was at the same Education Festival. There may be a lack of empathy on his part, but his job is to raise educational standards, something teachers should agree with.
So how can technology bring the current Minister of Education and the teaching profession together? One way could be the application of technology to improve cognitive health of children. Health issue Cognitive health is our mental ability to learn, think and remember.
A report studied cognitive health in students in the US and UK tinyurl. The authors measured the cognitive health of students who did well in standard tests and showed that it was higher than those who struggled. The weaker students received further tuition and retook the tests.
Many performed better, but their cognitive health was still below the originally well-performing students. The education system was good at improving their ability to pass tests, but not good in improving their cognitive health. We should also consider that we could use technology to screen children to assess their underlying cognitive health. Some are prone to socially inappropriate behaviour and some are just a few steps away from entering the criminal justice system.
Studies suggest that about ten per cent of the overall student population has cognitive health so impaired that standard teaching methods fall short of meeting their needs tinyurl. No wonder teachers struggle to get them to achieve a GSCE pass.
Children with poor cognitive health may come from deprived backgrounds. These youngsters lack positive stimulation and their diet and physical health is not good. They may smoke, drink alcohol, take drugs and watch too much TV.
We can therefore see that the requirements of these children are beyond what our educational system can provide. Instead we pay for them to spend years on social security or in prison.
A study in Alberta, Canada, is assessing 5, students for psychiatric predispositions, addictions, educational ability, interaction with the criminal justice. The poorest performing will be given help to keep them in mainstream education, to help them achieve their personal goals and to reduce overall costs to society. In the UK, we have proposed undertaking a similar large-scale study. We plan to assess the cognitive health of cohorts of children with ADHD, autism, dyslexia, dyscalculia and eating disorders plus a cohort of young adults in the criminal justice system.
After the assessment, each individual will enter the cognitive health-enhancing programme that is personalised to their cognitive health level. All will play the same action video game, except it will be tailored to their needs.
There is no stigma attached and no sense of it being a medical intervention. The technology is inclusive and fun, engaging and adaptive. Our aims are two-fold. First, regardless of initial levels, to enhance the cognitive health. We have already demonstrated that this is a possibility in a large study of children Federation of European Neuroscience Societies Abstract Publication number , Milan We suggest that they undergo intense cognitive training in the hope of improving their life chances and saving a huge cost to society.
There is a strong link between health and education. A good use of technology in assessing and training the cognitive health of our children could go some way to make up for this lack of investment.
We should also be concerned about children with a higher than average. They also need to be challenged in order to keep them engaged in the education system. In short, we feel strongly that technology can disrupt education for the good. We need your help. Contact us He is a successful businessman, working in healthcare for 38 years.
He lectures part time at Cambridge University. But this time, I think they might be right. The new curriculum is brimming with potential. In my day, it was woodwork. Engineering was the last thing on my radar and I drifted into furniture design. With each prototype I was one step closer to solving my problem. My charity, the James Dyson Foundation, worked alongside the Design and Technology Association, the Royal Academy of Engineering and other advocates of engineering to boil down design, technology and engineering.
Most importantly, we wanted to bust the myth that engineers are grubby men in glasses who come to fix your cooker. We know it works. My Foundation has been working to create this industrial environment at five schools in Bath. Each school used this to create state of the art design engineering labs. Students can jump onto a computer and moments later watch a 3D printer create their prototype, or create cleverly engineered parts on a laser cutter.
Not too sure where to start? The James Dyson Foundation creates free teaching resources to help schools to bring industry practice into the classroom Ideal for year 7 students, it introduces them to what it means to be a design engineer. Students scout around the classroom, looking for objects which annoy them.
Students learn about materials, manufacturing and the science behind cyclones. They start thinking about all the decisions which go in to. Using everyday materials and equipment, students. Can you skewer a balloon without popping it? And what happens when you plug a clock into a potato? Packs can be ordered free of charge and are yours to keep. All James Dyson Foundation resources are available to order and download from jamesdysonfoundation.
But the real transformation in each school has come from the kinds of lessons that teachers have been delivering. A champion educator in each school was tasked with coming up a new scheme of work for Year 8. Rather than being told what to make, students are set a brief. How would you deliver aid to a remote location in the desert? How can you generate power on the blustery coast of Wales?
Each brief challenges students to work in a team and draw together everything they know about maths, science, technology and design to solve a problem. And when you visit these classrooms, the buzz of rough and ready prototyping is palpable.
And the teachers are learning that giving the students autonomy is the best way for them to learn. Suitable for Year 2 to Sixth Form, students will get the chance to experience programming, robot interaction and much more.
Tel: www. By combining OCR and text-to-speech, CapturaTalk provides a range of powerful accessibility tools wherever you are, helping you read, write and access information on the go. ICT is a key focus for schools and students and Active Robots can support this focus with a huge range of products including robot kits suitable for all age groups as well as humanoid robots and 3D printers.
Take a look at these outstanding examples of technology and innovation developed for your classroom Flowol4 brings the dual strengths of visual graphical programming as well as on-screen 3D animated mimics to make computer science straightforward for everyone. Programming with Python brings a powerful, objectoriented language with clean syntax to both VEX robotics kits. You may have an older version of Flowol and if so, upgrade pricing to Flowol4 is available.
The Python programming is free with the online editor at www. This included the continued use and availability of social media, the integration of online, hybrid and collaborative learning, and the shift from students being consumers of educational content to being creators of it. Collaboration, underpinned by the appropriate technology, can be seen to be playing a more important role in education from primary school level all the way through to FE and HE. But in practical terms, how can this idea of having secondary level students collaborating with one another, and with educators, in the learning process be realised?
While a host of collaboration technology. One forward thinking US based institution, the Charter School of San Diego CSSD , has spent more than two decades working to change the way students learn, employing innovative techniques and resources to meet the individual learning needs of their special needs pupils.
One positive solution that the school has deployed in its classrooms is Barco ClickShare, a wireless presentation and www. ClickShare has really helped bring classroom instruction to life. The research also found that 72 per cent of children between 12 and 15 own at least three media devices. While multi-media collaborative whiteboards exist online, supporting collaboration across multiple devices to allow students and teachers to share content — documents, videos, graphics or. Typically a dedicated PC is used for this purpose.
In addition, with such a focus on collaboration and team work, it is often necessary for more than one student to use the shared screen at the same time. In a situation where a teacher and numerous students are sharing ideas and content visually on the same screen, each www.
The system uses USB devices that are simply plugged into laptops running Windows or Apple operating systems, to connect users to the shared screen. Four students could share the screen at the same time, and connect by one simple click of a button. With another single click users can be changed to share the screen, and information is seen instantly. In addition, for students using smartphones and tablets, there is an application for iOS and Android platforms.
The institution needed a way to bring all of the technologies together in a cohesive, collaborative way. ClickShare allowed users to present their content from their laptop, tablet or smartphone on the main classroom display in a simple, straightforward way. The CSSD instructors are using the system to integrate a PowerPoint with notes, annotate a picture, and pull in a web browser, all at once, to reinforce concepts.
This allows students to easily share ideas and collaborate in new ways, as a result the interactive learning element means teachers can immediately address questions or students can help each other. The Charter School of San Diego is one of many institutions making it part of their instructional technology plans; given the rate of technology growth and uptake by the younger generation, multi-device collaboration support is becoming a vital teaching tool for the future.
Practical magic Could modern advances in data logging technology help teachers get their students excited about science? Vincent English thinks so Science is a subject that has the perennial capacity to invigorate and excite students, with a long and exciting history of revolutionary discoveries that have shaped the world as we know it.
It is by making science into something tangible and stimulating for students that you can keep them engaged, and allow them to see the subject as so much more than just period five on a Tuesday.
In the world of science, discovery relies on the practical rather than simply the theoretical. Scientific exploration plays well to the natural curiosity of young people and it underpins many of our biggest scientific advances.
These are vital if young people are to. Naturally, educators are already doing their utmost to equip their students with the necessary skills to succeed in both their academic and professional careers; however, until recently they have been hindered by technology that has prevented them from enjoying certain experiments with their classes. For example, data collection is an essential part of most science experiments; but there is still the perception of data loggers as unreliable and clunky, and teachers generally avoid their use where possible.
However, data logging has progressed in leaps and bounds over the past few years, and all good suppliers can now provide seamless, versatile and powerful data logging tools. These are simple to use; only a basic understanding of computer technology is needed to get the most out of them. Interesting research from NUI Maynooth, done with trainee teachers, found that data logging can break down the traditional barriers between students and teachers, as they are able to communicate via this computer based language, using a data based stream between and iPad or.
With this in mind, here are a few simple experiments that can be demonstrated in the classroom using a data logger. You will need a black latex balloon, which will be used as a model to show the expanding universe. Ask the students to mark out galaxies on the surface with a permanent felt tip marker and afterwards design a suitable method of measuring distances between them before and after expansion.
Students then use a data logger e. Logger Pro or LoggerLite to enter data in a table and then graph the plot of recessional velocity against distance. Water temperature experiment The temperature of a body of water influences its overall quality. It is for this reason that the change in the temperature of the water over a section of a stream is measured, not just the temperature at one location.
If the water temperature changes by even a few degrees over a one-mile stretch of the stream, it could indicate a source of thermal pollution. You will need a stainless steel temperature probe for this experiment. Place the tip of the probe into the stream or into a cup with sample water just taken from the stream. Submerge the probe tip to a depth of about six centimetres. Click to begin data collection.
Leave the probe tip submerged for the ten seconds that data is being collected. When the sampling run is complete, stop data collection and record the average temperature on a calculations sheet. Repeat this further upstream, or using a second sample, then compare results.
The way science is taught in schools has changed. The leap from when I was teaching in classrooms a decade ago to today in terms of the technology and equipment available is extraordinary. I believe that it is through the use of advanced information and communication technologies in schools, coupled with the implementation of hands on experiments in schools, that we will be able to help create our future innovators.
Find out more at vernier. Independent learning is the aim at Southborough High School, says deputy headteacher Craig Wicking, and now staff and students have access to the mobile technology they need to achieve it We also aim to develop and sustain a happy, stable community and environment, in order to prepare our students to become active, considerate, fulfilled members of society. We came to the vision of independent learning through a need to improve A Level results, having shown substantial improvements in GCSE results over the previous eight years.
To impact the improvement of results we needed to address this as soon as students joined the school, and embed in the learning culture a sense of being able to solve problems independently. At that time, lessons were heavily teacher-led. Because we only had a fixed portfolio of ICT resources, it meant teachers had to decide when it was appropriate to use ICT. So in , we re-evaluated our ICT needs to align with our desire to create a flexible and mobile learning environment that encourages metacognition.
We placed student learning at the core of our ICT requirements and we complemented this move by working with Stone Group to deliver learning in Years 7 and 8 through its ccessAbility scheme.
This provides device access for students at school and at home, without placing the admin burden on schools. The objective was to enable students to decide when and how to use ICT to enhance their own learning in subjects across the curriculum.
For example, in PE and drama, students can now film their performance and use this to critique and improve their own work. In languages, ICT is used as a mobile language lab, and students can connect over Skype with others students at a partner school in Madrid. For English students, e-readers not only enhance literacy skills across a school population with limited access to reading materials outside of the classroom, but gain free access to out of copyright texts. Other examples of the practical use of.
Flexible technology The work we are doing around student independent learning and metacognition will create a learning environment in which students are less reliant on input from the teachers and more focused on discovering answers to their queries themselves. To facilitate this work we looked at various Bring Your Own Device BYOD options so students and teachers can bring in their own personal electronic devices to aid learning. A BYOD scheme came at a lower cost to the school and meant we could facilitate a wider rollout than one school.
Stone Group recommended deploying a Citrix Virtual Desktop Infrastructure VDI , which utilises server hardware to run desktop operating systems and application software inside a virtual machine.
Users access these virtual desktops using their own devices; this eliminates the need for workstation hardware upgrades and also enables the user to switch between operating environments, saving valuable physical space and considerable costs.
Because ccessAbility is vendor independent, we the students and teachers could choose between a range of devices and operating platforms, whether it be Android, iOS, or Windows. Students would also be able to take advantage of the freedom and mobility of using the same devices at school as the ones they were used to at home, transforming any space into a learning environment. This allows students access to high. The VDI has empowered our students to become more independent, and for technology to play a more active role in their studies through an enhanced teaching and learning experience.
In Years 7 and 8, we have achieved almost true learning and this is having a real impact on how teachers can structure lessons and how students access information and take responsibility for their own learning. Xbox For Education Put an Xbox in your classroom and watch your students switch on. Xbox for Education offers UK schools, colleges and universities exclusive discounts and bundles to excite students and help them see learning from a different perspective.
The Xbox is the ideal classroom companion. Teach your students to program and code and open up a world of opportunities with a great value Xbox and 3-Year DreamSpark bundle, combining professional developer software with a fun and familiar platform — ideal for the change in the National computing curriculum.
Stimulate successful learning environments with games based learning. With Xbox for Education there are two solid reasons for why an Xbox console is ideally suited for the classroom. Games have rules for structure, goals that help motivate, there are elements of problem solving, storytelling, and more importantly they have outcomes and feedback which ultimately delivers learning. The second reason is the shift in the IT curriculum toward coding and programming languages — Xbox for Education ships with a 3-Year DreamSpark subscription, which allows classroom leaders to teach their students to code and develop, on a platform they are familiar and engaged with: Xbox.
Are you able to provide support and resources for teachers who invest in one of your package deals? Yes, Microsoft has a dedicated education team whose role is to support teachers and classroom leaders. In addition to the resources available at www.
We are committed to equipping teachers and educational professionals with the best technology resources and guidance. Have we got it right yet? China and India have hundreds of thousands of computer science graduates, and currently there are , vacant jobs in the UK technology sector, but we have a skillset gap. With just 7, UK computer science graduates in , these changes give the UK an opportunity to catch up.
These are exciting times for computer science education. Why is it so important that all young people should be taught coding? Microsoft is committed to ensuring every school leaver is IT literate, we have a number of resources and initiatives to help us achieve this. Since then, it has naturally been up to other organisations to pick up this slack and bridge what could be a worrying skills gap in the future.
So why coding? Computing know-how gives us the tools to absorb, criticise, and ultimately change what the internet is telling us. Yeah, should be fun, I may do a solo sequel to this comic via my personal patreon, we'll see if there's interest when I get around to comics.
I did : saw how it happened etc though I think I know how to make there worst nightmare a reality. Log in Register. Indie game store Free games Fun games Horror games. Add to collection. Transformational Geographic Issue 1 community. Enjoy the Transformational Geographic!
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