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We use beebots and probots too and recently we tried using expresso coding website (there is a free trial until October 2014) it is a good starting point.

http://www.espressocoding.co.uk/espresso/coding/index.html

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A non-tech lesson teaching binary number system

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photostory3 is a good app that students can use to create a movie using pictures. They can even write captions to explain what the picture is about. This can be used a s a good assessment for older students

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I taught students in Year 1 aged 5 how to use their imagination and creativity by making images with ‘Kid Pix’ by means of using creative functionalities and various user-friendly tools found in this software.
After a series of lessons the students created their story board by means of a slide show with the same pictures that they had done and previously saved by themselves on their computers.  The students set the time delay between the slides and also were able to make transitions to the slide show with custom recorded sounds

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Mathematics, Literacy and Computational thinking with a class of blind students

aged 10 -14 years. Over 1 term we had great fun and learnt a lot.

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Robotix Faire June 21st and 22nd 2014 The eight edition of Robotix Faire was held at the Technology Museum of the Federal Electricity Commission (Museo Tecnológico de la Comisión Federal de Electricidad) in Mexico City. The event got an approximate attendance of about 2000 visitors, with exhibition and robot challenges where primary kids demonstrated some of their work operating, programming and building.

Additionally, there was a talk from Dr. Dorothy Ruiz-Márques from the National Aeronautics and Space Administration.

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Mini Robot de la Escuela Secundaria Tecnica N

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8va edición de la Feria Robótica para niños Robotix Faire.

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Uploaded by Noticias22Agencia on 2014-06-20.

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http://toontube.launchpadtoys.com/327826

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Mustapha Salau, Imaad Schools Lekki, Lagos, Nigeria,

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Mustapha Salau, Imaad Schools Lekki, Lagos, Nigeria,

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I am learning so much here. I am going to explore the one that keeps coming with several posts. That is Scratch programme.

However, I learnt to use powtoon from this course and we are really exploring it in my school. Check out my Fun Math Club production (still in progress).

http://www.powtoon.com/p/eQ0WNsYdW1U/

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Unfortunately I have no personal experience with digital or robotic creations. However there is a school within the division I work in that has recently placed at a Lego Robotics competition. It looks wonderful and a lot of fun. I will be looking into such things over the summer and I hope to bring some robotics projects into my classroom.

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I think a good mixture of physical programming of objects like bigtrack/beebot and virtual movement control with things like

j2e code

think gives a good result

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Toontastic is an open-ended animation tool that makes storytelling and animation as easy as putting on a puppet show. From science reports to digital book trailers. Toontastic can be used across curricula to introduce children to the world of digital content creation. Its only limitation is imagination.
In imaginative play, children create characters, settings, and fantastic storylines. Toontastic is a creative learning tool that enables kids to record and share their imaginative play as stories with friends and family around the world. Learning Goals are:

Empower kids to create, learn, and share their stories by bridging the gap between formal writing and imaginative play.

Introduce key storytelling principles like Character, Setting, Story Arc, and Emotion to help structure creative writing.

Promote cultural literacy and collaboration through content sharing on ToonTube, our Global Storytelling Network. http://www.youtube.com/watch?v=qBY9JEh0cLI

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I teach Scratch to my Grade 4&5 students to solve challenges, create digital artifacts and learn programming concepts. Here is a link to my most recent seminar on Scratch.

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What is Scratch?
Scratch ( http://scratch.mit.edu) is a fun, visual programming language where students snap blocks together like "digital LEGO" blocks. Scratchers can create game,s simulations, stories or any kind of project using the blocks in a variety of innovative ways. A simple project can be created in minutes and yet the software allows users to create very sophisticated projects to post to their online profile and/or share, discuss and collaborate in the moderated and safe online discussions and forums. This tool is an excellent resource for learning programming concepts and development computational thinking and 21st fluencies
Introducing Scratch 2.0

Getting Started with Scratch from Lifelong Kindergarten on Vimeo.

More than an Hour of Code - My Slidedeck from #bit15 on November 6th 2015

Developing Computational Thinking - My Slidedeck from #bit14 on November 6th 2014

Adventures with Scratch - My Slidedeck from ECCO13 on Friday October 25th 2013
Scratch resources for educators
1. The Creative Computing Curriculum Guide to using Scratch (2014) - by Scratch Ed. research team
and accompanying learner workbook in PDF format

2. Scratch Posters - posters I designed on the different kinds of blocks

3. Scratch Reference Cards - quick and simple cards to create in minutes!

4. Access a webmix favourite video tutorials - A mix of beginner, immediate and advanced Scratch guides.

Scratch resources to connect and share

1. ScratchEd - connect with the Scratch Ed for more resources
2. Scratch Programming for Beginners - Google+ Community
3. Creative Computing Online Workshop - Google+ Community
4. On Twitter at hashtags: #CCOW #ScratchEd #KidsCanCode #Scratch #programmingSome Scratchers to follow:@medialab @ScratchEdTeam @karen_brennan @mres @scratchteam
My webmix on Scratch and other programming tools for K- 8 learners Further thinking on Scratch
" Why "Flipteaching" complements Scratch programming"
Another one on "Programming to Think in the Internet of Things"
Developing Computational Thinking

Why Code?
US perspective - http://code.org - This website outlines the benefits of coding as a fundamental aspect of 21st century learning. The site also provides coding and programming resources and links for educators, parents and students. Their collection of quotations is particularly noteworthy as professionals, spokespeople, athletes and celebrities from a wide range of backgrounds all recommend coding as a worthy skill for the future.
UK perspective - UK to Teach Programming to All, 21st Century Fluency project, 2014 Update to ICT curriculum,, Computing in the National curriculum Canadian perspective - "Tech expects lobby for more computing classes to boost economy" (2013), Google announces project to get Canadian kids coding (2014)
Australia - Craig Kemp's post on Coding in the Curriculum - Australian curriculum is integrating coding into its 2015 curriculum update

Wired Magazine (October 2013) - "Let's Teach our Kids to Code"
Wired Magazine (June 2013) -"Welcome to the Programmable World Scratch Programming for All (November 2009)- Mitch Resnick and MIT team
Growing Coders at Coder Dojo (October 2013) Programmer's Guide to Scratch from Mike James and his team of programmers and writers.
Danny Bradbury's Article from The Financial Post - "Tech experts lobby for more computing classes to boost future economy"
Wesley Fryer's Article on Introducing Scratch to Four or Fifth Graders
Michael Badger's Scratch Beginner Guide book - Scratch 2.0 book forthcoming 8 Reasons Kids should Learn to Code by: Jack Lawicki
7 Steps to starting a Coding Code by: Jack Lawicki
Caroline Combemale: An Engaged Teen Teaching Others (Scratch)
Action Research on Creating A Game - A Positive Impact On Learning? by: David Luke, hosted on Terry Freedman site
Reading, Writing, Coding, and "Absolutes" in Our Education System - (2014) Excellent article by Matthew Oldridge debating the "coder movement"
Coding in the Service of Learning (2014)- Jim Cash's excellent in response the above article
On the Cognitive Effects of Learning Computer Programming - abstract from 1984(?!) Jim's original source
Why kids love Scratch: It lets them fail in a way their parents don't - (May 2014) Parent's perspective by Jenn Choi
Start Coding from Scratch (September 2013) buy: Nicole Krueger from ISTE

I will continue to add to this page for myself and others too. I hope you find it useful.
In the meantime, feel free to follow me on Scratch, my username is mrcbvg

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What is Scratch? Scratch (http://scratch.mit.edu) is a fun, visual programming language where students snap blocks together like "digital LEGO" blocks. Scratchers can create game,s simulations, stories or any kind of project using the blocks in a variety of innovative ways. A simple project can be created in minutes and yet the software allows users to create very sophisticated projects to...

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The sphero gyro balls come with about 12 apps one of which is a true coding app. Next year I am going to have some "spero wars" were the kids are going to create obstacle courses and challenge each other to finish them!

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Sphero | Unlocking the true potential of play

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Based in Boulder, CO, Sphero fuses physical robotic toys, digital apps, and entertainment experiences to unlock the true potential of play and inspire tomorrow's creators.

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Norline- TCI.                                                                                  I always thought of programming as the difficult area in technology. I was surprised to find such user friendly programming software. My students were so excited to create their own story and short movie. Many students stated that they will continue at home.   

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Norline- TCI.                                                                                  I always thought of programming as the difficult area in technology. I was surprised to find such user friendly programming software. My students were so excited to create their own story and short movie. Many students stated that they will continue at home.   

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Scratch at work

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Noureen/ LEGO Robotics at The Danial Center 

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Noureen/ LEGO Robotics at The Danial Center 

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The Danial Center for Maths and Science will soon introduce LEGO for primary students

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Using Stick
Around

We
used Stick Around for
designing, learning and sharing puzzles. A fun way to programme what you know
into a game! We have used this app for reading, vocabulary building and
Geography.

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Using Stick
Around

We
used Stick Around for
designing, learning and sharing puzzles. A fun way to programme what you know
into a game! We have used this app for reading, vocabulary building and
Geography.

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Q 1: I am still of the opinion that school administrators and teachers should have a direct say in the type of technology chosen for the school. I don't agree with the one-size-fits-all way of doing things here. Imposing technology on teachers does not mean that teachers will be using it effectively.

Q 2: Criteria to be considered:

cost of technology (invest in costlier technology which can last more; buy cheaper technology reserving funds for more technical support)

its effect on children's learning

does it encourage creativity

encourage children to learn coding

Q 3: In my case the schools do not have a say in the choice of new technology and so extending the digital environment of schools is still the responsibility of the education authorities.

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Q 1: I am still of the opinion that school administrators and teachers should have a direct say in the type of technology chosen for the school. I don't agree with the one-size-fits-all way of doing things here. Imposing technology on teachers does not mean that teachers will be using it effectively.

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Q 1: I am still of the opinion that school administrators and teachers should have a direct say in the type of technology chosen for the school. I don't agree with the one-size-fits-all way of doing things here. Imposing technology on teachers does not mean that teachers will be using it effectively.

Q 2: Criteria to be considered:

cost of technology (invest in costlier technology which can last more; buy cheaper technology reserving funds for more technical support)

its effect on children's learning

does it encourage creativity

encourage children to learn coding

Q 3: In my case the schools do not have a say in the choice of new technology and so extending the digital environment of schools is still the responsibility of the education authorities.

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Q 1: I am still of the opinion that school administrators and teachers should have a direct say in the type of technology chosen for the school. I don't agree with the one-size-fits-all way of doing things here. Imposing technology on teachers does not mean that teachers will be using it effectively.

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Learning with Bee-bot

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We haven't used any such programming tools in our school. This is such a unique way to teach and learn along with the students. Will definitely try and use this in my teachng this year.

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The Finch Robot

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Programming with Scratch

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Programming with Microworld´s

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https://www.youtube.com/watch?v=dXdCoynhsBs

Year Six students using both movie making technology as well as lego technology

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Using Scratch, Python, and the Finch Robot to introduce programming.

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St. Luke's coding camp. Music is "Animals" by Bonobo.

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Christian Duckworth Programming with Reception Class (4 year olds) 

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Christian Duckworth Programming with Reception Class (4 year olds) 

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Our first lessons in programming start with the Duplo remote control vehicles set. The children love building the models and talk about where their model will go in the classroom. Then we introduce the remote control and they discover that they can make their model move without touching it. We talk about how the model knows where to move (forwards, backwards or turn right/left) when we press the buttons. We write some instructions to get the vehicles to move to a specific place. We talk about the fact that we cannot always send the vehicle exactly the right distance because on person pressing the forward button may press harder than their partner. Then we introduce the BeeBots and discuss the similarities and differences, both have wheels, both can only move if a human tells them what to do either with the remote (or by pushing) for the vehicles or by using the buttons on the BeeBots. We emphasise that the BeeBots must not be pushed by hand because it damages them. Now we can compare the accuracy of the instructions. If we tell the BeeBot to move forward twice it will always move the same distance, if we press forward on the remote twice the vehicle may move different distances depending how hard or how long we press. The children enjoy practicing moving the vehicles as accurately as possible. We begin to talk about the instructions in terms of an algorithm having discussed algorithms in a general sense (getting dressed, making a sandwich, walking round an obstacle course) first. We write algorithms for the BeeBots to move them along a path or map. We also use Roamers (Valiant Technology) which the children love, we set the Roamer so that it moves one Roamer length if you key in 1 and turns 90degrees if you key in Turn1 as they do not yet understand degrees to 360. The Roamers are often dressed as story characters eg the Hungry Caterpillar and move along a route with a leaf, fruit and foods etc until it goes inside a box, the chrysalis, and appears on the other side as a butterfly. The children plan the route and give the Roamer instructions in turns.

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We love to design and draw digitally

and it requires lot of patience and digital

programming skills

Our Digital Art:

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Our scratch project:

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Make games, stories and interactive art with Scratch. (scratch.mit.edu)

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Q.Basic Programming Language

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Programming with MSW LOGO

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Found Shaun the Sheep Academy!

http://shaunsgameacademy.co.uk/learn-module.php?id=1

Enjoy!

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http://csedweek.org/unplugged/thinkersmith

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Using the beetbot app alongside the beebots

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Year 1 Using Beebots in maths

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Programming Beebots in Slovak Kindergarten

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Programming Beebots in Bošany Primary school

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Programming with Scratch

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Educational robotics

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Students program BeeBots to move on the grid according to the activity.

Examples of activities:

students have a mathematical question to work out on a card and they programme BeeBot to go on the answer card on the grid

students program Beebot to go to pictures on grid according to the sequence of a story

students have to answer a question on a card and program BeeBot to go on the answer card

http://connieictjournal.blogspot.com/ - photos of Year 1 students (5 - 6 year olds) using BeeBots in class

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Used to extend the wall space

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Used to extend the wall space