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I'm very happy have done this course. I learn to use some tools and resources that I didn't know before. Sharing ideas with Padlet was a great resource too. I finish this course with many ideas that I'll use next year, programming computer acrivity. I'm sorry I use social media not very much.

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Module 4: resources for "Binary numbers" my lesson in the Learning Designer

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Module 4: resources for "Binary numbers" my lesson in the Learning Designer

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Module 4: resources for "Binary numbers" my lesson in the Learning Designer

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Module 4: resources for "Binary numbers" my lesson in the Learning Designer

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4.2 When we should start talking to children about digital literacy and esafety? 
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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4.2 When we should start talking to children about digital literacy and esafety? 
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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Apart from school stuffs, my pupils use the internet at home, the most of them for playing interactive games, they know Minecraft, they like some youtuber, very famous among young people. Two of my pupils would like to be a youtuber themselves. So I think teachers have to speak about esafety in a very early age, as soon as children can use computer alone. So parents should teach their children about these topics earlier, when they allow their children to surf on the internet without parental assistance. So I think school should talk with parents about these topics

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4.1 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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4.1 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 school has got a website where we can search informations about our schools. My students use Google or Mozilla at home, for their researches, for homeworks, school presentations. Parents often help them e.g. this year we make lots of science researches, concerning animals. Everybody makes researches using Wikipedia, so sometimes we talk in class about the way of using Google or others search programmes. We share in class what words insert in Google, what sites are better, pupils suggest each other how to use the internet.

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3.2 Identify activities how robots can be used to bridge different subjects so that students learn something about computing as well as languages, maths, science....

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3.2 Identify activities how robots can be used to bridge different subjects so that students learn something about computing as well as languages, maths, science....

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I think robots can be used to improve problem solving by decomposing them into smaller parts, understand and explain algorithms, give step-by-step instructions. So robots improve logical thinking, request to look for a specific language.

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3.1 Do you have experience about using robots in your class?

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3.1 Do you have experience about using robots in your class?

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No, I don't. I haven't this resource in my school and I don't think I will have in the future, even if robots are not too much expensive. I'm sure that work with robots would be very interesting for pupils, for they experiment that giving instructions transmits real moviment.
I agree that robots are a great way to engage children in computing because they naturally attract their curiosity and allow for a very hands-on and kinesthetic way of learning. I'd like to use a simple robot if I introduce in the curriculum new skills as algorithms and debugging. In particular I like Blue-Bot and the video on YouTube.

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Engaging and innovative tool and method for teaching CS

http://v.gd/SD9pmC

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My first project with Scratch.

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I never used Scratch before this course, and I don't knew it.

I engage myself in this first project, and I like it. This activity changed my way of thinking and forced my mind to break up actions into small tasks.

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2.3 How can we make links between computing and other subject?

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2.3 How can we make links between computing and other subject?

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Computers are everywhere around us and often we use them to write, to make research, to find answers.... But coding is useful for training thinking ability. With coding I change my way of thinking, I engage my thinking ability.

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2.1 Collaborative skills: how can I show my students that good communication is a key part of being a good programmer?

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2.1 Collaborative skills: how can I show my students that good communication is a key part of being a good programmer?

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After work in pair on computer we check difficulties or problems…

Aurora: it’s boring if your partner is too much slow.

Helena: we have to agree and try the same way of working.
Francesca: It’s difficult to speak low each other.
We decided to write rules for working in pair on computer.

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2.2  What are good strategies to engage more girls in computing topics? How can we make links between computing and other subjects?

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2.2  What are good strategies to engage more girls in computing topics? How can we make links between computing and other subjects?

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I believe that every strategies to engage students in computing is good for everyone, so I don't make differences among students, boys and girls. Doing different activities to achieve different learning outcomes and develop many skills, is the way to explore each one ability and develop them. Computing offer different kinds of activity, so every student can find...

- an activity he's able to;

- an activity he has to improve.

Work in pairs gives everyone the possibility of helping classmates and share skills.

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1.3 A team-building activity: Terre Ballerine's storyboard

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1.3 A team-building activity: Terre Ballerine's storyboard

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A team-building activity: Terre Ballerine’s storyboard. Last March we visit le “Terre Ballerine”, a very special place near Ivrea and more precisely in Montalto Dora, along the way to Aosta. We were two classes.

Following the signs to Lake Sirio we start our trek. Many times during the walk we stop looking at the map, marking the path with different colours. We have got a guide that takes us throught the woods.. As we descend down the hills, we notice that the ground is getting dark, in fact, this area is a peat bog and the one we are treading on is precisely peat.
Finally we start to jump just in the middle of Land Dancers and started to roll.
Pupils was excited by the effect of the phenomenon that is also very funny, for you can see the trees and grass sway swing as if it were the surface of a puddle. The Terre Dancers are absolutely incredible!!!
So we decided to show our trip to our parents and we start to prepare a presentation.

We divided photos and texts and work in group. Each group writes a storyboard and describes a part of the trip. We work with Power Point. We decided all together photos to insert, texts, music etc. Children love this work!!

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1.2 A visit to the Turin Automatic Underground for understanding how much computing is important in the world around us

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1.2 A visit to the Turin Automatic Underground for understanding how much computing is important in the world around us

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We visit the Turin Automatic Underground. This metro system is the first in Italy to use the VAL (Veicolo Automatico Leggero – Lightweight Automatic Vehicle) technology, a system for automatic piloting of trains that guarantees maximum safety. Trains are controlled by remote controls from the Control and Command Station. Pupils think about what a lot of softwares and technology work in the metro system. We discuss in class: Fabiano: there are a series of safety features as automatic platform doors to prevent accidental falls. Giulia: we can see many cameras in the train stations. They surveille everywhere. Alessandro: a technical machine marked our tickets and decided to open the automatic doors to get into the metro. Giosuè: nobody drive this train. The driver is a computer. But can a computer be wrong, make a mistake? How does it know what has to do?

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1.1 What is the situation of computing teaching in your country?

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1.1 What is the situation of computing teaching in your country?

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I don’t know how is the situations of computing teaching in my country. I think there are many differences among different levels (Primary and Secondary schools). Secondary schools have got many resources than Primary Schools for hardware and software. Keep themselves up-do-date is optional for teachers in Primary School. So there are some classes where pupils use the ITC a lot. In my school there is one interactive whiteboard for all the classes so it can be used only a class at a time. In the school I work at there is a computer lab, with 12 computers.

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The school I work at is in Nichelino, where I live. My pupils are now 9 years old. There are 24 in my class. They stay at school from 8,30 to 4,30pm, 5 days per week, not on Saturday. They lives all near the school and they have a lot of technologies at home. At school only students with lot of difficulties can use a computer.

We have one interactive whiteboard for all the classes, so we use it in turn.

In my class students seat in group, so we often work in group or in pair.

We have no tablet or laptop.

There is a computer lab with 12 PCs where we can take students during lessons, so we can use them with few students. Sometimes our wifi connection is very week, so we prefer work out of line.

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I hope this course improves my teaching methodology in computing!!

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Hi everybody! My name is Francesca. I'm Italian and I live in Nichelino, in the outskirts of Turin, Northwest Italy.

I'm a Primary School Teacher since 1987.

I taught Maths, Science and PE for 15 years, than I taught Italian, History and Geography for 10 years. Now I teach Maths and Science again.