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      <pubDate>2022-04-06 09:42:50 UTC</pubDate>
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         <title>Teaching Computing</title>
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         <description><![CDATA[<div>Useful guide for teachers about computing in the curriculum, with lesson plans and activities</div>]]></description>
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         <pubDate>2022-04-06 09:44:08 UTC</pubDate>
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         <title>Scratch</title>
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         <description><![CDATA[<div>Programming website for children</div>]]></description>
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         <pubDate>2022-04-06 10:04:20 UTC</pubDate>
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         <title>ICT across the curriculum developing 21st century skills (adapted from ITL Research, 2011, p. 13)</title>
         <author>gmitch007</author>
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         <pubDate>2022-04-25 23:49:46 UTC</pubDate>
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         <title>Computing (or computer science) as a distinct curriculum subject</title>
         <author>gmitch007</author>
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         <description><![CDATA[<div><br>This model aims to develop an understanding of elementary informatics concepts and skills, such as the following (UNESCO, 2012):<br><br></div><ul><li>digital literacy (basic knowledge, skills and concepts of informatics and computers; computer literacy, working with applications; safety in a digital world)</li><li>programming or computational thinking</li><li>problem solving (logical reasoning, justification, argumentation; strategies for problem solving)</li><li>data handling (organising and analysing data, understanding patterns and structures).</li></ul>]]></description>
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         <pubDate>2022-04-25 23:51:25 UTC</pubDate>
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         <title>Computing: The National Curriculum subject (in effect a container), which should encompass (Twining&#39;s, 2013)</title>
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         <description><![CDATA[<ol><li>Computer Science: the scientific discipline of Computer Science, covering principles such as algorithms, data structures, computational thinking, programming … systems architecture, design, problem solving, etc.</li><li>Information Technology (IT): the assembly, deployment, and configuration of digital systems to meet user needs for particular purposes. (Note that this is narrower than the use in industry, which generally encompasses Computer Science as well.)</li><li>Digital literacy: the ability to operate effectively as a citizen in the 21st century. It covers the following areas:<ul><li>understanding the impact of new technologies on society, including the ways in which new technologies change disciplines (e.g. history, chemistry, English, etc.)</li><li>understanding the nature of digital identities and being able to manage your digital identities appropriately</li><li>being able to interact safely in a digital world (encompassing e-safety, cyber-bullying, data security, etc.)</li><li>Being able to locate, organise, understand, evaluate, analyse and (re)present information using digital technology (including using dynamic and procedural representations) – what you might think of as ‘the creative’ making and doing aspects of using digital technology (though, of course, many other aspects of the subject are creative too).</li></ul></li></ol><div><br></div>]]></description>
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         <pubDate>2022-04-25 23:53:45 UTC</pubDate>
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         <title>Computational thinking: concepts and approaches supporting the teaching of computing</title>
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         <title>Computational Thinking</title>
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         <title>National Curriculum Computing Programmes for Study</title>
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         <description><![CDATA[<div><a href="https://learn2live-s3bucket.s3.eu-west-2.amazonaws.com/3f/f2/3ff234ce60d686767b523ef82db92227548ed528?response-content-disposition=inline%3B%20filename%3D%22National%20curriculum%20for%20England.pdf%22&amp;response-content-type=application%2Fpdf&amp;X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&amp;X-Amz-Algorithm=AWS4-HMAC-SHA256&amp;X-Amz-Credential=AKIA4IEL74JPEDP2AZKT%2F20220425%2Feu-west-2%2Fs3%2Faws4_request&amp;X-Amz-Date=20220425T235849Z&amp;X-Amz-SignedHeaders=host&amp;X-Amz-Expires=21600&amp;X-Amz-Signature=f968bc1886a9173d701f17e66bc9695dcf67861799ae918010d10e2907093650">National Curriculum - Computing key stages 1 to 2 (learn2live-s3bucket.s3.eu-west-2.amazonaws.com)</a></div>]]></description>
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         <pubDate>2022-04-25 23:59:38 UTC</pubDate>
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         <title>The potential of ICT to enhance children’s learning in maths</title>
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         <description><![CDATA[<div><a href="https://learn2live-s3bucket.s3.eu-west-2.amazonaws.com/5c/68/5c6820e04cf33eaf2b0373113d57e738241762f7?response-content-disposition=inline%3B%20filename%3D%22Literature%20review%20on%20the%20impact%20of%20Digital%20technology%20on%20learning%20and%20teaching%20-%20scottish%20.pdf%22&amp;response-content-type=application%2Fpdf&amp;X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&amp;X-Amz-Algorithm=AWS4-HMAC-SHA256&amp;X-Amz-Credential=AKIA4IEL74JPEDP2AZKT%2F20220426%2Feu-west-2%2Fs3%2Faws4_request&amp;X-Amz-Date=20220426T000224Z&amp;X-Amz-SignedHeaders=host&amp;X-Amz-Expires=21600&amp;X-Amz-Signature=79d0bd794618f166dbf84534eccd6b695c8456bf984588bfa89e8a9137fb5511">Literature Review on the Impact of Digital Technology on Learning and Teaching (learn2live-s3bucket.s3.eu-west-2.amazonaws.com)</a><br><br><a href="https://www-oecd-ilibrary-org.libezproxy.open.ac.uk/education/students-computers-and-learning_9789264239555-en">Students, Computers and Learning : Making the Connection | PISA | OECD iLibrary (open.ac.uk)</a></div>]]></description>
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         <title>Benefits and challenges of flipped learning</title>
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         <title>Self-, peer or teacher assessment:  free or low-cost apps and tools</title>
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         <description><![CDATA[<div><br><br></div><ul><li><a href="https://www.open.ac.uk/libraryservices/resource/website:112768&amp;f=29741">AnswerGarden</a>, entry and exit polls</li><li><a href="https://www.open.ac.uk/libraryservices/resource/website:112769&amp;f=29741">MindomoMindmap</a>, recording progress over time</li><li><a href="https://www.open.ac.uk/libraryservices/resource/website:112767&amp;f=29741">Book Creator</a>, ongoing learning maps, reflection on learning, next steps</li><li><a href="https://www.open.ac.uk/libraryservices/resource/website:112770&amp;f=29741">Skitch</a>, highlighting physical work</li><li><a href="https://www.open.ac.uk/libraryservices/resource/website:112771&amp;f=29741">Thinglink</a>, self- and peer feedback based on paper work</li><li><a href="https://www.open.ac.uk/libraryservices/resource/website:112772&amp;f=29741">Socrative</a>, pre-prepared quizzes to decide groupings</li><li><a href="https://www.open.ac.uk/libraryservices/resource/website:112757&amp;f=29741">Padlet</a>, sharing and posting work in progress</li><li><a href="https://www.open.ac.uk/libraryservices/resource/website:112773&amp;f=29741">Audioboom</a>, capturing paired talk and focus discussions</li><li><a href="https://www.open.ac.uk/libraryservices/resource/website:112774&amp;f=29741">Show Me</a>, comparing maths strategies or writing samples</li><li><a href="https://www.open.ac.uk/libraryservices/resource/website:112776&amp;f=29741">Tapestry</a>/<a href="https://www.open.ac.uk/libraryservices/resource/website:112770&amp;f=29741">Evernote</a>, keeping an online learning journal or e-portfolio</li><li><a href="https://www.open.ac.uk/libraryservices/resource/website:112775&amp;f=29741">Kahoot</a>, creating learning games</li><li><a href="https://www.open.ac.uk/libraryservices/resource/website:112777&amp;f=29741">Google Slides Q&amp;A</a>, asking questions in different ways.</li></ul>]]></description>
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         <pubDate>2022-04-26 07:08:15 UTC</pubDate>
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         <title>QR Codes</title>
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         <description><![CDATA[<div><a href="https://www.classtools.net/QR/">QR Code Treasure Hunt Generator from classtools.net</a><br><a href="https://pstt.org.uk/resources/cpd-units/primary-materials">Material Science | Primary Science Teaching Trust (pstt.org.uk)</a><br><br><br></div>]]></description>
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         <description><![CDATA[<div><a href="https://explaineverything.com/">Explain Everything | Interactive Whiteboard for Teaching and Learning</a><br><a href="https://learn2live-s3bucket.s3.eu-west-2.amazonaws.com/b2/cb/b2cb0bc4a8cd76baeaaf27aa7dc15d74520c8677?response-content-disposition=inline%3B%20filename%3D%22E209_18J%20Block%205%20additional%20resources.pdf%22&amp;response-content-type=application%2Fpdf&amp;X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&amp;X-Amz-Algorithm=AWS4-HMAC-SHA256&amp;X-Amz-Credential=AKIA4IEL74JPEDP2AZKT%2F20220507%2Feu-west-2%2Fs3%2Faws4_request&amp;X-Amz-Date=20220507T095545Z&amp;X-Amz-SignedHeaders=host&amp;X-Amz-Expires=21600&amp;X-Amz-Signature=34142a2b0d17de69dc3e43c739257a1d696b3206a0a7d1b366b4151c16904d88">b2cb0bc4a8cd76baeaaf27aa7dc15d74520c8677 (learn2live-s3bucket.s3.eu-west-2.amazonaws.com)</a><br><a href="https://pstt.org.uk/resources/curriculum-materials/lets-go-science-trails">Let's Go! Science Trails | Primary Science Teaching Trust (pstt.org.uk)</a><br><br></div>]]></description>
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         <title>Data logging and eco-monitoring</title>
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         <description><![CDATA[<div>&nbsp;<a href="https://www.open.ac.uk/libraryservices/resource/website:112780&amp;f=29741">Primary Science Teaching Trust (PSTT) datalogging and eco-monitoring website</a></div>]]></description>
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         <pubDate>2022-05-07 10:14:27 UTC</pubDate>
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