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http://v.gd/VGFKV8

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4.4 share your views in the Padlet below on when we should start talking to 
children about these important topics? At what age of the students and 
how do you start to address these topics in your classroom? Can you 
recommed resources from your country?

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4.4 share your views in the Padlet below on when we should start talking to 
children about these important topics? At what age of the students and 
how do you start to address these topics in your classroom? Can you 
recommed resources from your country?

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MY ANSWER:I think media education has to start early at school, for example when they start using internet. Prensky say that "digital native" are very able to use devices but "digital wisdom" is missing. School, family and society too have the task to promote this wisdom. A couple of years ago I leaded a lab in 5th grade of primary (10-11 Y.O.) to promote awareness and safe and correct behavior using the Web. You can see below the video produced by pupils

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4.3  
      
      
        
          Teaching internet search, web editing and computer networks
          Share
 your experiences, resources and ideas for teaching these topics in the 
primary classroom. Have you designed a website with your students? Have 
you explored how a Google search works? What other tools and resources 
are out there that we could use to address these topics?
        
      
    

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4.3  
      
      
        
          Teaching internet search, web editing and computer networks
          Share
 your experiences, resources and ideas for teaching these topics in the 
primary classroom. Have you designed a website with your students? Have 
you explored how a Google search works? What other tools and resources 
are out there that we could use to address these topics?
        
      
    

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MY ANSWERthis school year I've used for 1st time a virtual class to support an eTwinning and a Cloud computing project. Sixty Italian and Greek pupils have taken part to the virtual class offered for free by Powtoon. Pupils in the virtual environment have created videos describing themselves. The videos have been posted in the blog (http://schoolonthecloudkids.blogspot.it/) . After having watched all videos pupils have filled a "Who is who?" quiz answering questions about their foreign friends. The blog has been embedded also in the eTwinning platform where the project carries on with other activities

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searching the internet web editing and computer networks

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searching the internet web editing and computer networks

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http://www.scoop.it/t/primary-compu James Abela's web site , an experienced primary school teacher and currently Head of IT Bangkok Patana School

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http://computingatschool.org.uk/

Promoting and supporting excellence in computer science education: Computing At School provides leadership and strategic guidance to all those involved in Computing education in schools, with a significant but not exclusive focus on the Computer Science theme within the wider Computing curriculum.

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Computing At School (CAS) aims to promote the teaching of computer science at school. Our goal is to put the excitement back into Computing at school.

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a comprehensive CPD toolkit for the new national computing curriculum. This website is a professional development resource to help teachers deliver the new computing curriculum with confidence. Each section includes material that explores the subject matter, offers teaching guidance and planning advice together with practical activities to use in the classroom. Accompanying videos present concepts and ideas in an easy to understand way. Use these materials to acquire the necessary skills to make the transition from teaching ICT to teaching Computer Science, and learn how to assess pupil progress using the new Progression Frameworks. http://www.quickstartcomputing.org/

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QuickStart Computing has been developed to support primary and secondary schools with the computing programme of study introduced in September 2014. Quickstart Computing provides all teachers with the resources needed to successfully run computing CPD for colleagues in your school, cluster, or area. It contains the essential subject knowledge, with a framework and guidance for planning, teaching and assessing progress for all pupils. Quickstart is funded by the Department for Education and Microsoft and is free to all teachers.

Created by Miles Berry
last edited May 09 2019 by Qing Wang

Three volumes have been published to meet the demand for subject knowledge for primary and secondary school teachers and guidance for planning and assessment. Volume 1 and volume 2 are focused on primary and secondary respectively although teachers may well find both are **equally useful** for them. Volume 3 covers the transition from primary to secondary and focuses heavily on the required subject knowledge needed for secondary school teachers.

Follow the links below to find out more about each volume:

Each volume has been published in hard copy but these are in short supply. Volumes 1 and 2 also had accompanying CDs so to help teachers access these resources they have been reproduced on this page as a CAS resource as well as on the original publishing site provided by Hodder Education here.

Licence: Crown Copyright 2015 / 2017; covered by the Open Government Licence 3.0 (except where stated)

Through the programme of study for computing, primary school-aged children learn the fundamental principles and processes of computation; they gain repeated, practical experience of writing code to solve problems and to model systems; they also become skilled at creating high quality products and content using digital technology; and they become safe, responsible and critical users of technology.
This primary handbook is broken down into three sections:

1. Computing subject knowledge with suggestions for tried-and-tested classroom activities to run in school (see pages 6-49)

2. Advice for planning, teaching and assessing the computing curriculum (see pages 50-55)

3. Guidance for running computing CPD sessions (see pages 56-59).

Launch video

DOWNLOAD

All three sections are supported by:

a selection of videos to explain particular computing concepts and ideas; the video content is highlighted at the start of each subject knowledge section

weblinks to useful information, including activity ideas from Computing At School, Barefoot Computing and CS Unplugged.

Contents

The Primary Guide to the National Curriculum should also be regarded as essential reading for all primary teachers.

DOWNLOAD the full CAS Quickstart Primary (KS1 / KS2 subject knowledge See also revised edition from CCEA for the Northern Ireland post-primary curriculum.

The National Curriculum for Computing presents many exciting opportunities but also some challenges. the challenges are not, however, insurmountable. regardless of prior experience and knowledge this secondary toolkit will help teachers deliver effective CPD to ensure that all members of the department are fully prepared for a creative and innovative curriculum underpinned by computational thinking.

Seven sections cover background information needed to help plan the curriculum and teach it with confidence. It unpacks the computing curriculum programme of study explaining key concepts and introduces tools that can be used to frame schemes of work and consider progression for pupils.

DOWNLOAD

This section helps you envisage effective CPD sessions. You can skip it if you are using this toolkit for self-study.

Where do I start? Here!

This section walks you through the process of creating new schemes of work, helping you to identify what can be reused from your existing schemes of work and pointing you in the direction of sources of inspiration to fill the gaps.

This section will help you visualise a good computing lesson and provide you with the tools to start planning your own creative and innovative lessons.

This section helps you identify what makes an effective computing activity and points you in the direction of lots of activities that you can borrow and make your own.

This section helps you look beyond the demise of government-prescribed levels and consider how you can assess progression and achievement across the subject of computing.

This section describes sources of support and opportunities for further CPD.

The third volume in the QuickStart computing set broadly follows the structure of the QuickStart Computing primary handbook, extending the subject knowledge coverage into the Key Stage 3 computing curriculum. It also acts as a companion to the QuickStart Computing secondary handbook, which addresses classroom matters such as planning, teaching and assessing computing. Our aim has been to produce a one volume survey of the computer science, IT and digital literacy knowledge needed to teach national curriculum computing to 11-14 year olds in a way that's accessible to secondary school teachers who find themselves teaching computing to this age group without a background in computer science or software engineering themselves.
Introductory video from CAS Northern Ireland conference.

DOWNLOAD

The chapters here cover:

Computational thinking and logical reasoning

Computational thinking

How do we think about problems so that computers can help including what is computational thinking?

What can you do with computational thinking?

How is computational thinking used in the curriculum?

Where does computational thinking fit in the new computing curriculum?

Classroom activity ideas

Logical Reasoning.

Boolean logic.

How is logical reasoning used in computing?

Where does logical reasoning fit in the computing curriculum?

Classroom activity ideas

Algorithms.

What is the best way to solve a problem?

How algorithms are expressed?

How are algorithms used in the real world?

Where do algorithms fit in the computing curriculum?

Sorting and searching.

Other algorithms.

Classroom activity ideas

Decomposition

Programming?

What is programming?

What should programming be like in schools?

How do you program a computer?

How are instructions stored and executed?

What programming languages should you use?

Visual Programming Languages inc. Scratch, Kodu, Snap!

Text-Based Programming Languages inc. Logo, Microsoft Small Basic, Touch Develop, Microsoft Excel, Python

What's inside a Program? Inc. sequence, selection, repetition, modularity (procedures, parameters, functions)

Data Structures inc. variables, lists, other data structures

Debugging program code

Classroom activity ideas

Computer systems

What is a computer?

Binary numbers, maths with binary, representing other information e.g. text, images and audio with binary, compression techniques

Logic circuits

Hardware components

Software components

Physical computing

Classroom activity ideas

computer networks

How do computers communicate?

How does the Internet work?

Who can see the data we transmit?

What can you do with the Internet?

What is the World Wide Web?

What standards does the World Wide Web use?

How do you make a web page?

How do I get started with HTML?

How does a search engine work?
How are search results ranked?

Classroom activity ideas

productive and creative use of computers

Can we carry on teaching our old ICT topics?

How can we make IT activities more meaningful for pupils?

How should pupils go about project work?

What applications should pupils work with?

What are digital artefacts?

How can pupils learn to reuse, revise and repurpose digital artefacts?

Are there principles for good design?

What can pupils do with data?

How can we best support collaboration?

Can communication technology be embedded across the whole curriculum?

Are pupils able to communicate with pupils in other schools?

What sort of audience can pupils reach with their work?

What opportunities are there for pupils to work collaboratively?

What ground rules should we establish?

Classroom activity ideas

Safe, responsible and secure use of online and other technologies

How can we best keep young people safe online?

What are the risks?

Reporting concerns

Privacy, Security and Identity

Classroom activity ideas

It is assumed that readers already have a good idea of how to teach, and how they can use technology to enhance or extend their lessons. However, as well as the subject knowledge content here, we've also included lots of practical suggestions for teaching these topics, and links to some of the best resources, activities and references that are freely available for each topic. The book is intended for individual study and reference, but could easily form the basis of a in-school professional development, as did the two earlier QuickStart guides.

Level: Beginner

Duration: One term

Licence: Crown Copyright 2015 / 2017; covered by the Open Government Licence 3.0 (except where stated)

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QuickStart Computing Computing at School

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QuickStart Computing has been developed to support primary and secondary schools with the computing programme of study introduced in September 2014. Quickstart Computing provides all teachers with the resources needed to successfully run computing CPD for colleagues in your school, cluster, or area.

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Neil Rickus http://computingchampions.co.uk.

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Computing Champions provides ICT / Computing consultancy, training and children's workshops to primary schools.

We can help develop your school's use of ICT by working together to enhance teaching and learning through initiatives such as staff INSET training / CPD, leadership support and e-safety co-ordination. Our children's workshops offer a range of technology-based sessions using a variety of hardware and software to ensure your pupils are engaged and achieve their maximum potential. Sessions are developed and led by experienced primary school teacher and university lecturer, Neil Rickus.

Our Delivering the new Primary Computing Curriculum training / CPD package is extremely popular and offers a cost-effective solution to ensuring your school is ready to teach concepts such as algorithms and programming. Why not also have a look at our free, 5-star TES rated, Programming with Scratch booklet or our free Primary Computing Scheme of Work? Alternatively, our sister site micro:bit for primary schools (mb4ps.co.uk) has free lesson plans and resources.

Computing Champions' training consistently receives excellent feedback. A selection of testimonials can be found here, which include:

"I enjoyed the practical elements and the opportunity to explore and evaluate new software that could be used to enhance the curriculum. We were given lots of ideas of online resources, documents, etc. Great course. I really enjoyed it!"
Kayleigh Kyffin, ICT manager and Y2 teacher, Marlborough Infants School, Aldershot

"The sessions were very clear and easy to understand. Learning was broken down into manageable steps, so as not to be too daunting for anyone."
Briony Robertson, Head Teacher, Collingham Lady Elizabeth Hastings' CE Primary School, Wetherby

"The e-Safety session Neil delivered was excellent. He was able to offer practical advice to parents on how to keep their children safe online, in addition to outlining the dangers posed by various technologies. His work with the children was also thoroughly enjoyed by all."
Jonathan Dolman, Head Teacher, Ashville College Junior School, Harrogate

Workshops

Training

New Curriculum

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Computing Champions provides ICT / Computing consultancy, training and children's workshops to primary schools. We can help develop your school's use of ICT by working together to enhance teaching and learning through initiatives such as staff INSET training / CPD, leadership support and e-safety co-ordination.

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The only experience I've had is not about robots but about conduction bit of electricity using MakeyMakey inventors of Makey makey say: "We believe that everyone is creative, inventive, and imaginative. We believe that everyone can create the future and change the world. We believe that the whole world is a construction kit, if we choose to see it that way. So we have dedicated our lives to making easy-to-use invention kits"

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Makey Makey GO: Invention Kit on Your Keychain

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Jay Silver is raising funds for Makey Makey GO: Invention Kit on Your Keychain on Kickstarter! Tech is going Bananas! Slip'n Selfie, Dog-o-Phone, Flappy Jello. Invent on the GO!

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3.4 - Post a link or description of your game in the Tricider below and of course on your Learning Diary.  

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3.4 - Post a link or description of your game in the Tricider below and of course on your Learning Diary.  

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MY ANSWERI'm not yet in the stage of creating game, what can I show is just my first attempt created in a Teacher dojo I'm attending https://scratch.mit.edu/projects/57664562/

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premi bandiera verde poi tasto A poi S e poi barra spaziatrice click the green flag then A on the keyboard and S and TAB

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          MODULE 3 .2Educational Robotics Activities
          Do
 you have experience of using robots in the classroom? What activities 
work especially well with robots? Are you  using Lego WeDo or the 
Bee-Bots in your classroom? What works well, what doesn't work well with
 them? And finally, what other robotic tools are you aware of that you 
can recommend for the primary classroom?
        
      
    

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          MODULE 3 .2Educational Robotics Activities
          Do
 you have experience of using robots in the classroom? What activities 
work especially well with robots? Are you  using Lego WeDo or the 
Bee-Bots in your classroom? What works well, what doesn't work well with
 them? And finally, what other robotic tools are you aware of that you 
can recommend for the primary classroom?
        
      
    

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My answer-unfortunately I can't share my experience in this field because I'm a newbie and I've never used in my class robot. I'm attending this course hoping to get ready to use them in the next future. What I can do at the moment is reading all your interesting posts and learning by your experiences

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from Cosmopolitan this documentary CODE: Debugging the Gender Gap that explore why there are so few women in tech. The film includes interviews with several different women who give their point of view and experiences.

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The gender gap in tech is real and doesn't seem to be getting much better. In 1985, 37 percent of computer science bachelor degrees went to women; by 2013, that number dropped to 18 percent. And despite the fact that computer science is a rapidly growing field, few high schools prioritize teaching even the basics, and few women graduate from college ready to embark on a career in the tech industry.

Filmmaker Robin Hauser Reynolds wanted to know why - and she wants to change the status quo. With producer Staci Hartman, Reynolds directed and produced the new documentary CODE: Debugging the Gender Gap to explore why there are so few women in tech and how that makes all of us, who rely on technology for so many aspects of our lives, worse off. The film includes interviews with several different women in the industry, including those who blew the whistle on sexism, to understand the issues women face from the bottom of the pipeline to the top of the tech field. Reynolds talked to Cosmopolitan.com about today's unique brand of sexism, her very personal reason for making this film, and how men can help make every industry more welcoming to women.

Why make a documentary about girls and women in computer science and coding?
My daughter was studying computer science in college, and she began to call home and complain about what the experience was like. At the same time, the major headlines in national newspapers were talking about how, if you want a job out of college, you'd better have a little computer science in your background. I was like, "Wow, that's fascinating - why aren't colleges really encouraging women to come through these classes knowing there's such an incredible need?" Then the White House issued a report saying that by 2020, there will be 1 million unfilled computer science jobs in the U.S. alone. It's clearly a huge supply and demand problem.

What were the most surprising things you learned making this documentary?
There were a couple of things. Number one, I was really surprised that in 1984, there were more women in computer science than there are now. And I was also surprised that many of the early computer science influencers, like Ada Lovelace in 1830, were women - that there were women in history that have been basically dropped out. As Gloria Steinem says, and I love this line, "Women have always been an equal part of the past. We just haven't been a part of history." She was so right in this case. And I was really surprised that there's still so much sexism in the startup world. I thought that with this generation, the twentysomethings, they were raised with less of that - less of the old boys' club that the old men's network has dissolved. Let me tell you, it hasn't.

How does that sustained sexism impact women in tech?
What's interesting about it is how it's changed. I'm not a woman in tech; I'm a filmmaker who has talked to a lot of women in tech. It's fascinating to me that in the Mad Men era, sexism was blatant. It was OK to be really open about admiring a woman's body, about, "Do you want that advancement? Then you have to come to dinner with me." We've all seen it on Mad Men, the "she's part of the deal" thing. Now, and I think this has a lot to do with why Ellen Pao didn't win her case, it's all about microaggressions, death by a thousand cuts. What women are experiencing in a lot of industries is that it's all very undercover. Everyone understands they have to be sort of PC on the surface. People call it unconscious, but I agree with [technology journalist] Kara Swisher who always says that it's gotta be conscious - and if it's not conscious, then figure it out. But it is these microaggressions that add up and get to the point where it's absolutely exhausting for women to be in the space and feel like they have to prove themselves every single day. It's not being heard. Laura Hogan from Etsy points out the dynamic of not being heard in meetings, and so many women have told me that - that they'll sit in a meeting and say a suggestion, and nobody picks up on it, and then a man might say the same thing a few minutes later and everyone thinks he's the most brilliant one in the room and they give him the next assignment. These kinds of things go on a lot. I think sexism has changed. It's still there, but it's harder to pinpoint now, and therefore you've got a lot of people in that place going, "Who, me? I didn't do anything, I didn't say anything." It's these behavioral but not blatant issues that add up.

How do you combat sexism when it's subtle like that?
One of the major things that we have to do is educate. I really believe we have to go in and teach men how to make the space more comfortable for women and more accepting of women and more welcoming to women. We also need to not tolerate it. We need to get more women in C-level positions who will not tolerate that behavior. When there are women in C-level positions, they're able to hire more women. And if a 22-year-old women just out of school is on the predominantly male engineering team, she will hopefully have a role model in the company and someone she can turn to. No woman wants to be "that woman." Everyone wants to fit in. You want to be accepted by your coworkers. You want to be - excuse this phrasing but I think it's true - one of the guys. If you're a female coder with a group of men, you don't want to be alienated. And so you don't want to be That Girl who's complaining, who's blowing the whistle. To have a support group or a forum or a role model in the company so you can say, "Hey this is happening, could you help me articulate why it's uncomfortable for me?" or, "Could we try and change it?" is important. I don't think it's always right to say the woman has to change. Look, guys, get a clue. All of us are going to benefit from having diversity in our company. And so make room and shape up. I'm starting to get so brazen about this! But I mean that.

I also think that as moms, we can teach our sons how to be respectful and how to treat women, and we can instill as much confidence in our daughters and our nieces and our sisters as we possibly can. It's so important to say to the young 22-year-old who's just found herself in the tech space, "You don't need to feel like you have to put up with this."

You mentioned that we all benefit from diverse workplaces, and the documentary says that having more women works in these companies' favor. How so?
Here's the thing: It's not about having all-women teams or all-male teams. It's about having diversity. These days, coding and design are intertwined. When you have a broad perspective in that coding and design space - and I'm talking about diversity in socioeconomics, ethnicity, gender, sexual preference - when you have diversity at that level in design, you can't help but create products that reach a broader scope of humanity. And it's very clear that people who come from various walks of life are going to come up with apps that serve a need, whether it's pollution or homelessness or being a single mother or finding your next meal, that expands beyond what a group of 25-year-old white men from Palo Alto are going to be able to dream up. They've come up with some really important apps that are great, but what are we missing? What mistakes are we making by not including more people?

Fascinating studies have been done that show that when you add a woman to the team, productivity goes up. There's an interesting study called The Female Factor, done by Carnegie Mellon and published in the Harvard Business Review, which showed that regardless of the individual IQs of people in a group, when you add a woman to the team, the collective IQ of the group rises.

Hiring matters too. We tend to hire people who are just like us. If you're a former frat boy who played lacrosse, you're going to really resonate with the former frat boy lacrosse players who comes through your door. If you're a woman who studied French or studied abroad in Spain, you're going to see that on a résumé and tend to gravitate toward interviewing and hiring those people. It's just human nature. One thing Etsy did which is really fascinating is they said, let's broaden our interview panel to people from all sorts of different areas and that will help us attract more diversity onto our team. It's a simple idea, and it's not costly to do, but it's great.

What advice [do you have for] young women who want to enter the tech field?
Women tend to judge themselves more harshly than men do. In my daughter's case, she thought she was at the bottom on her class and in truth she was in the top third. A woman who gets a B in college thinks she's not doing well, whereas lots of guys are happy if they're passing. I would say care more about what you're learning than the grade you're earning. Find a role model. Find somebody in the class you can relate to and align yourself with that person. I think we all need mentors. We started a resource called ShesCoding.org, which is in development but up and running, and what we're trying to do is connect mentors with mentees and give resources to people in that space who need help.

And I hate that I'm going to say this, but I think in some ways, you just have to have confidence and put a little armor around yourself and just charge forward. Just believe in yourself that you can do it. And don't ever do anything you're uncomfortable with. It's scary to be the one that has to be the whistleblower and a lot of women have been booted out of companies for doing just that, but I think and I hope that we're becoming less tolerant of that.

What about young men who work in tech and don't want to be jerks?
I think men can tell their coworkers just to knock it off. I think lots of men are feminists, and that's a good thing. Men can help by not being afraid to stand up to their coworkers and say, "Hey, guys, don't send the porn around on the IRC channel." It's important that there are a lot of male allies. There are a lot of amazing men in the tech space and a lot of men who want change. It's going to take a very conscious and concerted effort on all parts, but we really have to change the stereotypes. We can do that as mothers if we instill confidence into our daughters and tell them that they can do anything they want, that being a computer scientist or a doctor or an engineer or an astronaut is something a cool girl can do. There's nothing wrong with nerds or geeks, but you don't have to fit that image to go into this space and to have one of these really creative, amazing, lucrative jobs.

Follow Jill on Twitter.

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This Documentary Wants to Change the Landscape for Women in Tech

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The gender gap in tech is real and doesn't seem to be getting much better. In 1985, 37 percent of computer science bachelor degrees went to women; by 2013, that number dropped to 18 percent.

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2.3 -Engaging
Girls     

Do you agree with the
views presented in the video? What do you think are good strategies to engage
girls in computing topics? How do you address this challenge in your classroom.
Share your ideas and reflections here.

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2.3 -Engaging
Girls     

Do you agree with the
views presented in the video? What do you think are good strategies to engage
girls in computing topics? How do you address this challenge in your classroom.
Share your ideas and reflections here.

# data[].attributes.body
My answer:In my school I never noticed differences due to the gender of students. All boys and girls are all interested on using computer.During our school experience of "hour of code" boys and girls have shown the same interest and enthusiasm. I don't know what happens in the upper levels of school and why girls aren't attracted by scientific paths. So it difficult for me suggest strategies

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2 .2 -Developing
Collaboration in Computing

What other methods have
you used or could use to develop collaboration when working on computing
related topics? How can we illustrate our students the importance of good
communication when programming computers? Share any ideas here.

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2 .2 -Developing
Collaboration in Computing

What other methods have
you used or could use to develop collaboration when working on computing
related topics? How can we illustrate our students the importance of good
communication when programming computers? Share any ideas here.

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My answer: I Always have to face this problem due to a lack of necessary devices to lead a computing lesson. My pupils often argue to take the mouse and manage the only computer for a group of 4 or more. It's a big problem I'm still trying to solve establishing rules and turns that never work. I think collaboration becomes natural when pupils are used to work frequently with computer. If they consider using computer at school a special event they can't get over to the excitement and aren't able to collaborate too.

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here lesson plans for teachers from a variety of subjects and different levels of experience. http://www.allyouneediscode.eu/news/details?articleId=33788

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The lesson plans were prepared in the context of the Hour of Code in 2014. Teachers were asked to prepare a lesson plan for their own hour of code lesson or a series of lessons addressing coding related areas and make use of the tools and resources introduced on the course.

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CS Unplugged is a collection of free learning activities that teach Computer Science through engaging games and puzzles that use cards, string, crayons and lots of running around.

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CS Unplugged is a collection of free teaching material that teaches Computer Science through engaging games and puzzles that use cards, string, crayons and lots of running around.

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[...]It might be strange to consider teaching computing without using computers but it is probably one of the most powerful ways to approach the subject. Not only does it highlight to the students that computing isn't all about computers but more about complex problem solving,

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https://beta.openbadges.org/share/3f13df458308001a46374e22779304c9/

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interesting video by Google team  explaining how is useful computational thinking o improve Google tools 

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interesting video by Google team  explaining how is useful computational thinking o improve Google tools 

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https://youtu.be/SVVB5RQfYxk

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Solving Problems at Google Using Computational Thinking

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interesting Web site and  video about computational thinking  I've found  and I share

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interesting Web site and  video about computational thinking  I've found  and I share

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Computational thinking: A digital age skill for everyone

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1st MODULE  1.1  Task: What is the situation of computing teaching in your country? Briefly
 explain in the padlet below (and on your learning diary, just copy 
& paste) what parts of computing are already taught in primary 
schools in your country. Do students work with computers at 
primary level? Do they learn how to use software? Do they already write 
basic code? Do you explore topics such as esafety with them? Identify 
anything that you do in your school that you think might link to 
computing.

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1st MODULE  1.1  Task: What is the situation of computing teaching in your country? Briefly
 explain in the padlet below (and on your learning diary, just copy 
& paste) what parts of computing are already taught in primary 
schools in your country. Do students work with computers at 
primary level? Do they learn how to use software? Do they already write 
basic code? Do you explore topics such as esafety with them? Identify 
anything that you do in your school that you think might link to 
computing.

# data[].attributes.body
In Italy there isn't a homogeneous situation between schools. Some (very few) have modern learning environments characterized by lots of devices, connection and innovative methods. In the remaining schools there are obsolete devices, no connection or problematic connection and so on. Consequently didactics can be the same. Few schools use in the daily routine computers, most part just some times during the week or the month. This year we started to know and to speak about CODE but the great most part of italian teacher (included me) aren't enough skilled to teach it.

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1.2 Task: After watching the videos, think about how you could explain to your students the importance of computing. A good strategy will be to highlight to students how an understanding of computers will help them understand how the world around them works. To get started with this identify
 one everday object, activity, situation, etc. for which an 
understanding of computing and knowledge of how to programme machines 
can help the students understand their world around them. 

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1.2 Task: After watching the videos, think about how you could explain to your students the importance of computing. A good strategy will be to highlight to students how an understanding of computers will help them understand how the world around them works. To get started with this identify
 one everday object, activity, situation, etc. for which an 
understanding of computing and knowledge of how to programme machines 
can help the students understand their world around them. 

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During my "Hour of code" I faced this topic with my very young learners (6 years old) explaining that if they want not only use games and programs done by others but they want to create games for their own, they have to learn the computers language called "Java script". I supported my point of view with this presentation

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FIRST MODULE  1.3  TASK-     What to focus on? Skills           
Identify a
classroom activity or project that is designed to address one of the skills
identified in the video. This activity or project does not have to do anything
with computing. It could be a team-building activity, an activity where
students have to visualize something and thereby simplify a complex reality
(e.g. a map for a treasure hunt), or a project that requires students to break
up a bigger task into smaller tasks (e.g. recording a short film). 

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FIRST MODULE  1.3  TASK-     What to focus on? Skills           
Identify a
classroom activity or project that is designed to address one of the skills
identified in the video. This activity or project does not have to do anything
with computing. It could be a team-building activity, an activity where
students have to visualize something and thereby simplify a complex reality
(e.g. a map for a treasure hunt), or a project that requires students to break
up a bigger task into smaller tasks (e.g. recording a short film). 

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MY ANSWER :This page of my 6 years old pupils' textbook shows very well as many areas of coding are common with other subjects. The topic of the book is giving directions, right -left, top-down and so on. The same topic I found in the activity of the "Hour od code" called "The Maze"

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https://sites.google.com/site/simonardikids/

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Questo sito è a supporto dell'apprendimento, contiene risorse digitali e giochi didattici selezionati per rendere ai bambini l'apprendimento più piacevole ed efficace.

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this is me while teaching "the hour of code"

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this is me while teaching "the hour of code"

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this is me while teaching "the hour of code"

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Animoto turns your photos and video clips into professional video slideshows in minutes. Fast, free and shockingly simple - we make awesome easy.

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this is the blog  I manage to document  activities in my school

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this is the blog  I manage to document  activities in my school

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Gli alunni della classe 2B,dopo aver studiato i diversi tipi di fonti,si cimentano nella ricerca di informazioni nel biglietto di ingresso allo spettacolo musicale "Pierino e il lupo" e nel depliant della stagione teatrale 2015-2016. I bambini hanno lavorato in gruppo e hanno risposto a domande stimolo.
album fotografico dell'attività di ricerca di informazioni

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Questo blog è parte del progetto "MORE ENGLISH,MORE COMPUTER SCIENCE",(più Inglese ,più Informatica)che ha come obiettivo di integrare lo studio della lingua inglese con l'informatica.Attraverso il blog vogliamo anche creare un ambiente stimolante e cooperativo che motivi i nostri alunni all'apprendimento interdisciplinare e che promuova la comunicazione e l'utilizzo delle nuove tecnologie.Le insegnanti della scuola Primaria "L.

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this is a project I've been involved in the past

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this is a project I've been involved in the past

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this is another project I've worked about to use IWB in teaching

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this is another project I've worked about to use IWB in teaching

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this is a EU network about Cloud computing  I'm involved now

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this is a EU network about Cloud computing  I'm involved now

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School on the Cloud. 2,002 likes. The European Network for "School on the Cloud"... SoC is an ICT network aiming to explore new dynamic ways to educate. The Network consists of 57 Partners.

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via croce, petrignano di assisi - Google My Maps

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sul retro della scuola c'è un grande parcheggio

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this is the blog  I and my two Greek colleagues manage

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this is the blog  I and my two Greek colleagues manage

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to get in touch our pupils and let them learn English in a authentic environment

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we would like to thank you for working with us in this project! We are very happy to have met you! We are sending you our summer wishes in a word cloud in the shape of a sea turtle Caretta Caretta with a background of a greek beach. Have a nice summer!