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         <title>Computational Thinking...a revolution in education...</title>
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         <pubDate>2017-06-14 20:13:04 UTC</pubDate>
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         <pubDate>2017-06-14 20:13:17 UTC</pubDate>
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         <title>First Steps...1---a Socratic Seminar with all stakeholders represented...2---PDs ...differentiated for staff functioning at disparate levels of technological skill...</title>
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         <pubDate>2017-06-14 20:15:59 UTC</pubDate>
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         <title>We must successfully collaborate with our ITF...</title>
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         <pubDate>2017-06-14 20:34:19 UTC</pubDate>
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         <title>Identifying and enunciating or describing problems or challenges and positing potential solutions such that a computer and or comp. sci. principles may be applied to solve them...e.g. via algorithms...</title>
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         <pubDate>2017-06-14 20:35:05 UTC</pubDate>
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         <title>CT - related / interrelated concepts &gt;&gt;&gt; constructivism; scientific method; logical deduction; identification / creation / application of algorithms; project-based learning; task analysis (and related practice re enunciation of goals &gt;&gt;&gt; steps&gt;&gt;&gt; tasks &gt;&gt;&gt; sub-tasks --- this is decomposition); mathematics; pattern recognition; abstraction - identification what is relevant; issue spotting; antithesis of off-topic; Socratic Method</title>
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         <pubDate>2017-08-08 22:34:21 UTC</pubDate>
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         <title>CT..not a program requiring implementation but a way to think...a concept that should be embedded throughout our pedagogy...</title>
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         <pubDate>2017-08-08 22:47:03 UTC</pubDate>
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         <title>Ideally, both we (the CT Team) and our ITF will regularly engage in CT in order to successfully address the educational challenges faced by our school and all interested stakeholders...</title>
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         <pubDate>2017-08-08 23:04:12 UTC</pubDate>
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         <title>abstraction...no red herrings....</title>
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         <pubDate>2017-08-09 17:11:06 UTC</pubDate>
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         <title>Constructivism video part 2</title>
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         <pubDate>2017-08-09 22:37:59 UTC</pubDate>
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