Podcasts about scratch jr

今回のエピソードは、生成AI最前線で働くママプロデューサーのえこちゃん（ @ecochiko ）をゲストに迎え、子育て、仕事、最新テクノロジーについて語り尽くしました。・

Do you have kids? Maybe nieces and nephews? Or maybe you work in a school environment? Maybe it's just friend's who know you're a programmer and ask about how they should go about introducing programming concepts with them. Anna-Lena Popkes is back on the show to share her research on when and how to teach kids programming. We spend the second half of the episode talking about concrete apps and toys you might consider for each age group. Plus, some of these things are fun for adults too. ;) Episode sponsors WorkOS Talk Python Courses Links from the show Anna-Lena: alpopkes.com Magical universe repo: github.com Machine learning basics repo: github.com PyData recording "when and how to start coding with kids": youtube.com Robots and devices Bee Bot: terrapinlogo.com Cubelets: modrobotics.com BBC Microbit: microbit.org RaspberryPi: raspberrypi.com Adafruit Qualia ESP32 for CircuitPython: adafruit.com Zumi: robolink.com Board games Think Fun Robot Turtles Board Game: amazon.com Visual programming: Scratch Jr.: scratchjr.org Scratch: scratch.org Blocky: google.com Microbit's Make Code: microbit.org Code Club: codeclubworld.org Textual programming Code Combat: codecombat.com Hedy: hedycode.com Anvil: anvil.works Coding classes / summer camps (US) Portland Community College Summer Teen Program: pcc.edu Watch this episode on YouTube: youtube.com Episode transcripts: talkpython.fm --- Stay in touch with us --- Subscribe to us on YouTube: youtube.com Follow Talk Python on Mastodon: talkpython Follow Michael on Mastodon: mkennedy

Eden Wilson, Founder of Lemonerdy, is a visionary, young entrepreneur and joins us on the podcast this week to talk about her company, Lemonerdy, her love of lemons, and pineapple on pizza. She started the company when she was in 6th grade and launched her YouTube channel in 8th grade to begin teaching younger people about Scratch and introduce them to the world of coding.     Show Notes:  Learn more about Eden's company, Lemonerdy, that she started when she was in 8th grade: https://lemonerdy.com/web/     Follow Lemonerdy on YouTube: https://www.youtube.com/c/lemonerdy     Eden became a certified Scrum Master – see what that means and learn how to become one: https://www.scrumalliance.org/get-certified/scrum-master-track/certified-scrummaster    Another certification mentioned is a Certified Product Owner: https://www.scrumalliance.org/get-certified/product-owner-track/certified-scrum-product-owner     Explore Scratch to learn how block-based coding can help develop games quickly: https://scratch.mit.edu/    Scratch Jr. Can be used by younger kids to begin learning how to code by using block-based coding: https://www.scratchjr.org/     Eden's all-time favorite book is Sway with Me: https://www.goodreads.com/book/show/57370401-sway-with-me     Eden's favorite game on PlayStation: https://en.wikipedia.org/wiki/LittleBigPlanet     Microsoft Student Ambassador Program: https://learn.microsoft.com/en-us/training/student-hub/become-a-student-ambassador     Did you catch the Rhythmic Gymnastics during the Olympics?  Eden is also a Rhythmic Gymnast!  https://olympics.com/en/paris-2024/sports/rhythmic-gymnastics  

Episodio 1258Nuevo Episodio de nuestro ciclo en Espacio Fundación Telefónica dedicado a cómo y por qué acercar la tecnología y la programación a la infancia, y en concreto a las niñas.Hablamos en este programa con Remedios Fernández, coordinadora de formación en tecnologías y creadora de la plataforma de cursos y talleres para familias y centros educativos Momandgeek.com; con la ganadora del premio “Digital Girl of the Year”, profesora y emprendedora de servicios de impresión 3D, Alai Miranda Blanco; y con Marta Beltrán, doctora y profesora en la Universidad Rey Juan Carlos, investigadora y autora del libro Mr. Internet, dedicado a la relación entre la tecnología y el género.Herramientas recomendadas:LEGO SPIKE Essential / Prime https://www.lego.com/es-es/themes/lego-educationScratch https://scratch.mit.edu/ Scratch JR https://www.scratchjr.org/ CODE code.org CodeWeek codeweek.eu Tinkercad https://www.tinkercad.com/ Micro:bit microbit.org Makecode de Microsoft: Mindstorms /Arcade / Micro:bit https://www.microsoft.com/es-es/makecode BG Educación https://educacion.bq.com/ Kit Zum Junior / avanzadoPodéis verlo en el canal de Youtube de Espacio Fundación Telefónica.Canal de Telegram de Madresfera https://t.me/NoticiasMadresferaWeb: https://madresfera.com/Newsletter semanal: https://www.madresfera.com/newsletter/

Feedback & Shout Outs (1:34) I am thrilled to welcome Tech Tools for Teachers and Speaking with Students to the Education Podcast Network! These two new shows bring valuable perspectives and insights to the education community. Tech Tools for Teachers, hosted by Shanna Martin, offers practical advice and recommendations for integrating technology into the classroom. Meanwhile, Speaking with Students, hosted by Will Andresen, provides a platform for students to share their experiences and perspectives on education. Congratulations to Mike Dodge, Sam Fecich, Chris Stuchko, Dan Gallagher, and Steve Chisnell for winning a t-shirt! I hope they enjoy wearing their shirts and spreading the word about the House of #EdTech. Thank you for your support and for being part of this community. EdTech Thought (6:00) My thought is a satirical critique of replacing human teachers with ChatGPT. I point out the absurdity of relying on a cold algorithm that spits out answers like a vending machine and can make witty jokes and puns. I used quotes from supposedly satisfied users of ChatGPT to highlight the negative consequences of using such a program, such as the lack of original thought and critical thinking. I end by mocking the idea of upgrading the personality of ChatGPT, implying that it is ridiculous to think that a machine can replace human teachers who can provide a personal connection and expertise. Featured Content (8:32) Mobile devices have become increasingly popular in education due to their ability to provide students with access to educational resources and tools anytime and anywhere. With the rise of mobile technology, students can now use their smartphones and tablets to access educational apps, e-books, online courses, and educational videos, among other resources. Mobile devices also offer teachers and professors the opportunity to provide personalized learning experiences and interactive activities that enhance student engagement. One of the biggest advantages of mobile devices in education is their ability to promote digital literacy and 21st-century skills. Through the use of mobile technology, students can develop critical thinking, problem-solving, and collaboration skills, which are essential for success in today's workforce. Additionally, mobile devices can help bridge the digital divide by providing equal access to educational resources for students in remote or underprivileged areas. However, it is important to note that the integration of mobile devices in education should be done strategically and with proper planning to ensure that it aligns with the learning objectives and goals of the curriculum. CLICK HERE TO GET A FREE CELL PHONE EXPECTATIONS POSTER EdTech Recommendation (28:01) For Elementary School: Duolingo - (https://www.duolingo.com/) Epic! - (https://www.getepic.com/) Prodigy Math Game - (https://www.prodigygame.com/) ScratchJr - (https://www.scratchjr.org/) Khan Academy Kids - (https://learn.khanacademy.org/khan-academy-kids/) For Middle School: Quizlet - (https://quizlet.com/) Google Classroom - (https://classroom.google.com/) Photomath - (https://photomath.app/) iCivics - (https://www.icivics.org/) Grammarly Keyboard - (https://www.grammarly.com/mobile/keyboard) For High School: Khan Academy - (https://www.khanacademy.org/) WolframAlpha - (https://www.wolframalpha.com/) Evernote - (https://evernote.com/) StudyBlue - (https://www.studyblue.com/) Forest - (https://www.forestapp.cc/)  

Show Summary: Ready to elevate your STEM class with a Stage 3 STEM project? Here is the part 2 we promised in episode 75! Claire and Natasha dive into ideas for long-term research-based STEM projects for elementary and middle school. We discuss animal habits, a project for a custom-fit aquatic wheelchair, and tackling a local city challenge. We also share how any Stage 2 engineering design challenge can be translated into a more in-depth Stage 3 STEM project. Links from the Show:Related The STEM Space Podcast Episodes 75. Space Colony Competition66. Eco-House Sustainable STEM with Kristina Ohl33. My Students Built A WheelchairVivify STEM Blog Posts Not all STEM is Equal: 3 Stages of STEM EducationDesign a Sustainable Eco-House STEM ProjectDesign a Prosthetic Leg STEM Activity...for Animals!STEM Explorers: Travel the World with STEM Activities for ElementaryHow to Launch a Weather Balloon: Ultimate STEM ChallengeVivify STEM Lessons & Products Prosthetic Leg Engineering Design STEM ChallengeSTEM Creativity Tools: 5 Activities to Boost Brainstorming PowerSTEM Explorers: Elementary STEM Curriculum Around the WorldSTEM Catapult Math & Engineering Activity (Angles and Ratios)STEM Scope & Sequence (Pacing Guide) - FREE!Elementary SchoolMiddle SchoolStage 3 STEM: Design ProjectsDesign a Sustainable Eco-House STEM ProjectMission to Mars Semester STEM Unit + Mars Colony Project!Animal Habitat & Biomes STEM Diorama Engineering Design ProjectWeather Balloon Launch: STEM Engineering Project GuideAll Stage 3 - Design Projects Other STEM Resources Space Colony CompetitionMakey MakeyMakey Makey Invention Kit - Amazon affiliate linkMakey Makey STEM Activity - FREE in the Vivify Resource Library! Learn the basics + Activity to build a game controller!Scratch Jr.SA Smart Mayor's ChallengeNAE Grand Challenges for EngineeringVivify Curriculum MapTHE STEM SPACE SHOWNOTES: https://www.vivifystem.com/thestemspace/2022/78/stage-3-stemTHE STEM SPACE FACEBOOK GROUPVIVIFY INSTAGRAMVIVIFY FACEBOOKVIVIFY TWITTERVIVIFY TIKTOK

This episode is also available as a blog post ScratchJr: Making a Racing Fish - Karate Coder

This edWeb podcast is sponsored by KinderLab Robotics.The webinar recording can be accessed here.In this edWeb podcast, Dr. Marina Umaschi Bers discusses how teaching coding, computational thinking and robotics develops socio-emotional learning, cultivates character, and fosters a moral compass along with crucial technical knowledge and STEM skills. Dr. Bers, a leading researcher on early childhood computer science, describes how coding should be taught as a new literacy—a way for children to express themselves and engage with the world and others. She shares examples of children and educators engaged in creative coding activities using ScratchJr and KIBO robots, as well as:Research on using ScratchJr and KIBO coding programs incorporating SELThe use of storytelling to explore how computer science integrates the exploration of identity and human valuesThe development of logical and computational thinking to solve technical and ethical problemsThe Palette of Virtues and its use when teaching coding and roboticsThrough the language of programming, Dr. Bers shows how it is possible for diverse groups of young learners to find points of connection, put assumptions and stereotypes behind them, and work together toward a common goal.This edWeb podcast is of interest to PreK-3 teachers, librarians, school and district leaders, and education technology leaders.KinderLab Robotics We aim to accomplish universal STEM literacy by providing research-based robot kits to every child.

This episode is also available as a blog post: ScratchJr: Create A new Character - Karate Coder

This episode is also available as a blog post ScratchJr: Who is the Animal Racing winner - Karate Coder

In today's episode we decided to get some feedback from a teacher on their favourite technology apps and tools that they use in the classroom and to support parents and their children at home. My guest was primary school teacher Alex Baptie. We chatted about the benefits of interactive whiteboards and visualisers in the classroom and why they work so well. We also talked about a host of other apps including PurpleMash by 2Simple, TT Rockstars, Tapestry, ScratchJr and MarvellousMe. Make sure you listen to the episode to find out which edtech tool Alex would pick if he was only allowed to choose one. If you enjoyed the episode or the podcast, please do leave us a review or subscribe.

En este episodio comparto la aventura de mis pequeños en el mundo de la computación y la programación. Hago referencia a algunas de las aplicaciones que han usado y de cómo le dí un nuevo propósito a dos viejas Mac para que los niños inicien una nueva etapa programando en Python. Enlaces de interés: Scratch Jr: https://www.scratchjr.org/ Scratch: https://scratch.mit.edu/ Code Spark: https://codespark.com/ Hopscotch: https://www.gethopscotch.com/ Pythonista: http://omz-software.com/pythonista/ Kano: https://kano.me/us Screentime / Downtime: https://mashtips.com/ios-screentime-downtime/ Hour of Code: https://code.org/hourofcode/overview Conéctate: - Twitter: https://twitter.com/sehablacodigo - Twitter (personal): https://twitter.com/dkvsky - Instagram: https://www.instagram.com/sehablacodigo/ - Anchor: https://anchor.fm/sehablacodigo --- Send in a voice message: https://anchor.fm/sehablacodigo/message

Computer programming is an essential skill in the 21st century and new policies and frameworks are in place for preparing students for computer science. Today, the development of new interfaces and block-programming languages, facilitates the teaching of coding and computational thinking starting in kindergarten. However, as new programming languages that are developmentally appropriate emerge, it is not enough to copy models developed for older children, which mostly grew out of traditional STEM (Science, Technology, Engineering and Math) disciplines and instructional practices. In this talk, Prof. Marina Bers will describe current research on a pedagogical approach for early childhood computer science education called “Coding as Another Language” (CAL), grounded on the principle that learning to program involves learning how to use a new language (a symbolic system of representation) for communicative and expressive functions. Due to the critical foundational role of language and literacy in the early years, the teaching of computer science can be augmented by models of literacy instruction. Case studies of young children using either the KIBO robot or the ScratchJr app, designed by Prof Bers, to illustrate the instructional practices of CAL curriculum are presented, as well as novel approaches using fMRI to explore what regions of the brain activate when coding. Marina Umaschi Bers (tufts.edu/~mbers01) is a professor at the Eliot-Pearson Department of Child Study and Human Development and an adjunct professor in the Computer Science Department at Tufts University. She heads the interdisciplinary Developmental Technologies research group. Her research involves the design and study of innovative learning technologies to promote children’s positive development. She also developed and serves as director of the graduate certificate program on Early Childhood Technology at Tufts University. Prof. Bers is passionate about using the power of technology to promote positive development and learning for young children. Bers’ philosophy and theoretical approach as well as the curriculum and assessment methods can be found in her books “Coding as Playground: Programming and Computational Thinking in the Early Childhood Classroom” (Routledge, 2018); “The Official ScratchJr Book” (2015; No Starch Press); “Designing Digital Experiences for Positive Youth Development: From Playpen to Playground” (2012, Oxford University Press); and “Blocks to Robots: Learning with Technology in the Early Childhood Classroom” (2008; Teacher’s College Press). Prof. Bers loves teaching and in 2016 she received the Outstanding Faculty Contribution to Graduate Student Studies award at Tufts University which recognizes her mentorship.

JULIANNE ROSS-KLEINMANN is passionate about instructional technology to support teaching and learning, sharing what she’s learned with others, and community service -- her focus for over 30 years as a member of Delta Sigma Theta Inc. Julianne formally started teaching technology and became an ISTE member in the 1990s. She’s a frequent presenter at conferences and schools on topics including technology applications, integration and troubleshooting, rubrics and assessment, STEM, makerspaces and room design. Her favorite presentations have involved co-presenting with her students on topics relating to computational thinking using the Scratch and Scratch Jr. programming languages. Julianne is currently an Instructional Specialist for the Ulster County Board of Cooperative Educational Services (BOCES) in New Paltz, New York. She is an ISTE Certified Educator, Apple Teacher, Certified BrainPOP Educator (CBE), Google Level I Certified Educator, ISTE Mobile Learning Network 2017 Excellence Award Winner and past chair of the ISTE STEM Professional Learning Network (PLN), and currently serves on the ISTE Board of Directors. You can follow Juli on Twitter @JBR_Kleinmann. Visit https://teachersonfire.net/ for all the show notes and links from this episode! Connect with the Teachers on Fire podcast on social media: On Twitter: https://twitter.com/TeachersOnFire On Instagram: https://www.instagram.com/teachersonfire/ On Facebook: https://www.facebook.com/TeachersOnFire/ On LinkedIn: www.linkedin.com/in/TimWCavey On The Teachers on Fire Magazine: https://medium.com/teachers-on-fire On YouTube: https://www.youtube.com/channel/UCFDPjkAn7lZb-rahyVDttKA Song Track Credits Intro: Easy (by Mike Cosmo -- license purchased at https://taketones.com/) Outtro: Bluntedsesh4 (by Tha Silent Partner, courtesy of FreeMusicArchive.org) --- Support this podcast: https://anchor.fm/teachersonfire/support

Kim Keith, the Library Media Specialist from Dennis-Yarmouth, calls in to talk about Coding for Littles, including PBS Scratch JR and Scratch JR. Brandon and Kim talk about the changing landscape of libraries in schools, and upcoming events for MassCUE. They also find out a bit about where Kim went to 6th grade! --- Send in a voice message: https://anchor.fm/get-a-cue/message

John and Cobie sit down with Dr. Mariah Morgan to discuss the 4-H Robotics Program. From creating robots to performing amazing feats, Dr. Morgan will explain the many activities that encompass this program. Transcript: Announcer: This is 4-H-4-U-2, a podcast from the Mississippi State University Extension Service promoting 4-H programs and positive youth development. Here now your host, Dr. John Long and Cobie Rutherford. John Long: All right and welcome to 4-H-4-U-2. I am John Long. Cobie Rutherford: And I'm Cobie Rutherford. John Long: And we want to welcome everybody back to the podcast, if you're out there. We hope somebody is listening to us anyway. I hope so. We're kind of getting a little bit, I guess, getting quite a few episodes under our belt, Cobie, and I guess things are getting a little smoother. What do you think? Cobie Rutherford: Yeah, I think we are. I think we're getting better at this, every podcast we go through, and maybe we'll be famous one day. John Long: I'm already famous. We'll work on you. Cobie Rutherford: That's right. John Long: Yeah, so, but anyway. Cobie Rutherford: Well. John Long: Well, we are so happy to have Dr. Mariah Morgan with us. Mariah, how are you today? Dr. Morgan: I am doing great, John. Thank you so much for having me. John Long: Great. I have known Mariah for a long time. We won't say how long, but I've known her for quite some time. Even before, well, we were both in our roles I think. Correct? Dr. Morgan: Yes. John Long: I think that's true. So Mariah, tell us a little bit about yourself. Where are you from and what's your favorite flavor of ice cream? Dr. Morgan: Okay. So I am from the metropolitan city of Artesia, Mississippi. John Long: Awesome. Dr. Morgan: Big town, big city, big happenings. John Long: It's still happening. Dr. Morgan: Yes, it is. Very much so. But it is unique in that it has informed a lot of my decisions and a lot of my outlook, particularly as it relates to 4-H. I've even had some fun going back and doing some training with the local after school club that's there. John Long: Oh that's good. Yeah. Dr. Morgan: So that was a lot of fun to go back and see that. But, I grew up in Artesia and then I actually pursued a degree in philosophy and foreign languages. John Long: Wonderful. Dr. Morgan: But ended up with 4-H and 4-H robotics working for the Extension Center for Technology Outreach here at MSU. So that's been a lot of fun and we've had some good time with that. Favorite flavor of ice cream, got to be cookies and cream. John Long: Oh, that's mine too. What's yours, Cobie? Cobie Rutherford: You know, I think any ice cream, but I guess if I had to pick a favorite, it would be from this little place in Clanton. They have cantaloupe ice cream. John Long: Really. Cobie Rutherford: It's fantastic. John Long: I have never had that before. Have to try that. What's the name of it? We'll do a shameless plug for them. Cobie Rutherford: Peach Park. John Long: Oh, okay, cool. Well, if it's MSU ice cream, which we highly suggest you try, it would be muscadine ripple for me. Cobie Rutherford: No doubt. John Long: Yeah, that's a good one. Just saying, since you're from Artesia, have you ever taken that road from Artesia back to the airport? You ever gone those back roads? Dr. Morgan: I sure have. Mm-hmm (affirmative). John Long: Yeah. That's kind of a little secret. I couldn't believe how quick I got there one day. I don't think I could do it again. But anyway, I guess that road's still open. Dr. Morgan: It is. John Long: Okay, good, good. Dr. Morgan: I know lots of secrets about Artesia. John Long: Oh. That's an whole nother podcast right there. Dr. Morgan: It is. It is. John Long: That would probably be an entirely different podcast- Dr. Morgan: Exactly. It would. Yes. John Long: Okay. Well, good, good deal. Well Mariah, you are over, or I don't want to say, I'm not going to put words in your mouth. Dr. Morgan: Okay. John Long: What exactly is 4-H Robotics, and just kind of introduce this to that and kind of tell us number one, what is it and really how did it get started? Dr. Morgan: Sure. So 4-H Robotics got started, gosh, it's probably been nine years now, maybe even a little bit longer, but it really grew out of a need that we saw for our 4-H youth to have a different experience than what we were currently offering in say in the computer project. And so we looked to see what was available and we realized that there were some things happening in the area of robotics and we really wanted to be a part of that. And so we began in Newton County with a group of youth that were there for a CYFAR, children and youth of family at risk program. And we were in a community church there in the summer and we had all these robots and all these children and it just went really well and they really got excited about robotics and what that might mean for their future. Dr. Morgan: And so from there, the program has just really grown. And so we have added different things as our knowledge of robotics and youth and how those two things go together. We've really started focusing on our younger youth because we know that most of our 4-H youth, and just youth in general, are going to decide quite early on whether or not they're even interested in STEM careers. We know some research suggests that girls decide by kindergarten whether or not they want to go into STEM, and we know that usually for our boys, it's around first or second grade when they decide whether or not they're going to pursue STEM. John Long: I wonder why that is? Dr. Morgan: A lot of it's what they're exposed to, what they've seen, different things like that. And so what we're really focusing on now is providing more opportunities for our young Clover Bud, that's our five to seven year old range in 4-H, to get excited and to get into STEM. And so rather sneakily, I might say, we have launched the 4-H Lego Club curriculum. John Long: Yes, yes. Dr. Morgan: And so we really are pretending like we're just playing with Legos, but at the same time we're teaching those engineering concepts and we're teaching those careers that you might could do if you pursue STEM, but we're really just having fun with Legos. We don't tell them that they're learning all of those extra things, it's just it's kind of part of that process we're doing, learning through playing, which is very important for young children. And so just getting them open and ready to do the next thing. John Long: Legos, the thing that you step on with your bare feet. Dr. Morgan: Exactly. John Long: Yes. That's what I call them. Dr. Morgan: Exactly. John Long: They're horrible. Have you had that yet, Cobie? Cobie Rutherford: We have not gotten to the Lego stage yet, but it's coming fast. John Long: Prepare yourselves is all I can say. Cobie Rutherford: I am. John Long: It's pretty bad. Dr. Morgan: We have about 50,000 Legos right now in the state of Mississippi with all the youth doing the Lego Clubs. John Long: 50,000. Dr. Morgan: So you think you've got problems at your house. You ought to be in my office. Cobie Rutherford: In office. John Long: You ought to be in mine is all I can say. Cobie Rutherford: Oh my gosh. John Long: You were going to say ... what were you going to say? Cobie Rutherford: That sounds pretty cool. I mean, it seems like with this new robotics program we are actually able to reach a new set of children and get them involved in 4-H through a non-traditional type program. I think that's really neat and something that we really need in this state. Dr. Morgan: One of the exciting things that I have seen is that we do attract youth who might not generally be interested in what most people consider typical 4-H programs. John Long: Quote unquote. Dr. Morgan: Quote unquote, right. But what's been so fun is to see them come in and maybe they don't like to talk to other people or in front of other people, or they maybe just have a difficult time relating to others. What's been so great for me to see, because again, not trying to age myself, but I've seen some of these 4-H'ers for awhile. They might have started- John Long: Do they have kids now? Dr. Morgan: They might have started when they were, you know, eight or nine and they may be in college now. John Long: Okay. Okay. Dr. Morgan: What's been so fun is yes, they kind of came in because they were interested in Legos or they were interested in robotics and along the way they found a love for public speaking or they found a love for community health or something like that. And so it's been really fun to see that growth. I actually had a group this past year that was just in absolute almost tears because they came to tell me that they were going to do the dairy judging contest this year and they did not want me to be upset with them. And I said, "It's really okay. We want you to get involved in other projects." Dr. Morgan: That's one of the great things about 4-H is that you can explore all these different opportunities and all these different careers in this one environment so that you have that experience before you get out of even elementary school, really. And so I said, "You go have fun with the dairy contest because one, you get to eat ice cream so-" John Long: That's ice cream again. Dr. Morgan: Exactly, exactly. But at the same time I know that most of our dairy farms are going to robotics to use for milking the cows and so much of our farming and our agriculture is robotics related, so I know at the end of the day they're still going to have to come back and see me for that robotics. John Long: Eventually. That works for the inclusiveness, not the exclusiveness that 4-H stands for so I think that's wonderful. Now, it seems like that technology, I don't know, some people say there's nothing new under the sun, but it sure seems like technology is just so quickly advancing that, I mean these, even if you look in homes, they have these personal assistants and things like that, which probably just a short time ago seemed like the biggest ... it was George Jetson type technology, right? I mean, it was just improbable and now it's becoming more, probably, or it is occurring and we have to be prepared for that and I think that's great that we have something that's actually getting youth at least exposed to it for sure. Dr. Morgan: Sure. And that's what we don't want, or I guess, let me say this, we want to use programs like the 4-H Robotics Program and things like that to help teach youth how to approach those challenges because the technology is changing so quickly. And so we can't just bring them in and say, "Oh, you've only got to be able to code or to program in this one specific language." That's not what we're trying to teach. We're trying to teach the how do you address the problem and how do you work through that problem, because whether you're coding, whether you're just trying to solve what to wear in the morning, life is always going to have a challenge and life is always going to have a problem that has to be solved. That might be homework that might be course work, whatever, but the big thing is how do you solve that challenge and persist in the face of a difficulty? Dr. Morgan: And that's what we want to do. We want to make sure we move past that to get to a resolution. And so really it's not so much about a particular program or a particular robot, it's about persisting. John Long: And a lot of times just like in any, like we've said before, Cobie, it's like with any 4-H activity or program we have, is that we're teaching life skills and we're using that particular area of interest, like you said Mariah, that piques that young person's interest and gets them into the program where we can teach them. So it's kind of a dual, a double edge sword, in a kind way, not in a bad way. Dr. Morgan: But, yes. Cobie Rutherford: And it is almost a domino effect too with the youth and they come into their extension offices and get involved with other projects like Mariah said, and then they bring their parents in to start utilizing extension as a resource. I think that's the coolest part about this whole project. John Long: I do too. I like it. I love it. Oh, I got to say this. A lot of you all probably don't know this, but the 4-H office adjoins a classroom and we walk across it to get to another hallway. I was walking through there one day and most of the time we have a sign that says there's a video conference going on because we've got some equipment in there, and so it was not ... I guess the sign was turned around, but I opened the door, Cobie, and there is Mariah sitting behind the desk with a green wig on and I did not know what in the world I had just stepped into it and she was just talking away. So Mariah, what was that I got exposed to rather abruptly? Dr. Morgan: Are you sure you want to know, John? John Long: Ah, well, I'm asking so I guess so. Dr. Morgan: Well, every- John Long: Maybe I don't want to know, but- Dr. Morgan: Every year we have a 4-H robotics kick off. It's usually in late January, early February, kind of depending on when Dixie National is because we don't want to, you know, we don't want to mess with that. John Long: No, no that's fine. Dr. Morgan: We have a big kickoff every year. And so typically beforehand we'll have counties register and we'll send out little kits for them to do and we'll all get online via interactive video, all the counties that join up, and we'll do that robotics activity together. I think that year that you came in, it was probably- John Long: See, you even remember it. Dr. Morgan: Well, I only have one green wig, so- John Long: And a feather boa. Dr. Morgan: Yeah, well, you know- John Long: If you're going to do it, do it right. Dr. Morgan: Exactly. Exactly. Go big or go home and so I think we were doing some type of sensory robotic fish that year if I remember correctly. This past year, my memory is getting a little difficult, you know, not so great as we get older, but this past year it was honeybees. And so I had a lot of fun sending, we made robotic bees, and I had a lot of fun sending different types of honey to the kids, or to the youth rather, to try out. But I didn't tell him which honey was which, they just had to try it and figure it out. And I had one poor youth about pass out because he tried the buckwheat honey first- John Long: Oh, and the allergies. He had an allergy? Dr. Morgan: No, no. Buckwheat honey is just a unique flavor. Anything buckwheat is always going to be a unique flavor. But then he had a really great time trying to convince the other youth to try to buckwheat first and then they all about had a [inaudible 00:14:03] as well. So it was a lot of fun. John Long: That's awesome. That's awesome. Cobie Rutherford: That is funny. What about the contest that you just conducted at State Congress? You had a computer contest, a robotics contest. What were they about? Dr. Morgan: Sure. The computer contest is really where they're making an app using the MIT App Inventor, and so much of our technology is going to be phone driven or smart device driven in the coming years. And we just want to expose youth to that concept that they can make their own apps. And so really it builds on just the programming that they've been learning in our younger programs. So for example, our Clover Buds, they start out with Lego, and then they moved to ScratchJr, and then they moved to Scratch, and then they move to probably the EV3 programming or Python programming, and then they move into Python in the MIT App Inventor. And so that's what they were doing in the computer contest. Dr. Morgan: And then in the robotics contest, they had used the Hummingbird robot to create, again, our theme this year was bees, we're kind of working off some of the work that MIT is doing in several different bigger groups like that, and so they had to make a robotic bee using the Hummingbird platform and they had to program it in Python. And so what you saw was what they had created using that robotic kit and the programming language. And I thought they did a really excellent job. This is the first year we had used the Hummingbird and the Python. Python is one of the first programming languages they learn when they come to college, and so we wanted- John Long: That's what I was going to ask you. It's not a snake. Dr. Morgan: No, no, it's not a snake. It's an actual just a programming language. And I think they really liked that. I think they liked being able to use the Python to program in. Cobie Rutherford: That fascinates that a child in Mississippi has an opportunity to go through the 4-H Robotics Program, learn all these tools that one day could help them develop an app that could be used nation or worldwide. John Long: Yeah. You don't think of it from that standpoint. I mean from the beginning, like a little child doing that, but that's the way it gets started. For some it sure has for sure. Cobie Rutherford: And the coolest thing about it, is 4-H is free. John Long: That's right. That's exactly right. A lot of people ask me, they say, "Well, how much does it cost?" I'll get that at state fair a lot. "Well, how much does it cost to join?" Nothing. You just come, show up at your extension office, and say, "Hey, I'm interested in 4-H." So Mariah, I remember, and since we're talking on honeybees, I heard that they were using in like the hiving mechanism or whatever, for micro robots. Have you ever heard that? Dr. Morgan: Mm-hmm (affirmative). John Long: Yeah, that's pretty out there too isn't it? I wonder how advanced that is right now, have you ever looked into that? Dr. Morgan: It's pretty advanced. It's pretty advanced. John Long: Probably more than we need to know. They're spying on us. Cobie Rutherford: It just amazes me, like, I think Mariah mentioned the dairy industry earlier today and how there's some researchers in the Animal Science department that are collaborating with folks in Ag Engineering about keeping up with cow steps and cow temperature, milking with robots, it's just fascinating. John Long: It's crazy. I've got friends in Pennsylvania and their dairy parlor blew me away when I went in there. It was just so far, I probably hadn't been in a parlor in so long, and it was so more advanced than I had seen before. And it's all because of these advancements in technology. They just keep, you know, not taking over, but they are, to a sense, they're taking, not necessarily jobs, but they're making things more efficient for sure. That's really good. That's really good. Well, Mariah, what do you have coming up for 4-H'ers? Dr. Morgan: Well, sure. Well, of course we have project achievement days coming up where our junior 4-H youth will be participating with their robots on a- John Long: We're excited about that. Dr. Morgan: Exactly. And they have a bee theme as well. Everything is bee theme this year. And we typically try to have a theme that reflects something that's going on in the industry or something that might be of interest to the youth. John Long: Will there be buckwheat honey there? Dr. Morgan: There might be. John Long: I hope so, might be- Dr. Morgan: There might be. John Long: [inaudible 00:18:33]. Dr. Morgan: Exactly. John Long: I want to taste some. Dr. Morgan: Yes. Yeah. I have some down in the office you can try. John Long: Oh, good. Dr. Morgan: But it's not for the faint of heart, but yes, it is- John Long: I'll get my coffee [inaudible 00:18:41]. Dr. Morgan: Exactly. Yes. But one thing that's exciting and I think it's going to come up and I've been asked by many extension agents over the past week while they were here for Club Congress, when our next Lego Club curriculum was coming out, and that is underway. We have begun that process so hopefully we'll have that out sooner rather than later. We have our ScratchJr curriculum that's out, which really just walks 4-H youth through how to code, how to begin coding, and also what it means to be a 4-H'er, takes them through the four Hs of the clover. Dr. Morgan: And then we have a new curriculum that's really I think going to be popular with libraries. It's called Programming Pals. Dr. Jamie Varner has worked with Lori Maxic to write that, and it's about reading but it's also about programming. It's joining two things together because we don't want to promote coding and not promote reading because those are very big things and we want those two to go ... It's a literacy skill. Basically what we're working on is digital literacy skills. That's going to be the emerging trend that we see coming ahead. And so we'll be working on that. We're hoping to have a training on the EV3 robotics in late July or August, probably August now, and then we'll keep working on our Hummingbird and Python options for our senior 4-H'ers as well. John Long: That sounds awesome. Now real quick, I should have asked this at the beginning, but how many 4-H'ers, do you have any idea how many 4-H'ers or how widespread robotic ... I know it's growing, it's continued to grow, especially at project achievement day. It's just, I don't want to say crazy, but crazy in a good way, right? Dr. Morgan: Right, right. John Long: And so it's very large. I would assume that you've seen it grow quite a bit over the time that you've been over it. Dr. Morgan: Sure we have, and what we're seeing a lot now, which really excites me, is that our extension agents are taking it and doing it for summer programs. And so we have a lot of counties that do summer camps and do programming in the schools and even after school, and so that's really exciting to see that growing on its own really because they're able to have teachers trained and they're able to work with volunteers to offer that program to far more youth than I could ever reach on my own. And so when you ask how many, it would be hard to say just because the ones we see at competition are not necessarily reflected in all the hundreds of youth that they have been working with locally in their community. John Long: Yeah. And that just means that just because you're exposed to it doesn't necessarily mean that you're going to compete in it. Dr. Morgan: That's right. You might be in dairy judging. John Long: That's right. That's right. That's right. And we're going to close ... no, I'm kidding. I'm kidding. Cobie Rutherford: I mean, if they found out there's ice cream in dairy judging. Dr. Morgan: Exactly. I'm going to say buckwheat honey does not trump ice cream. John Long: Buckwheat honey. Oh, it does not. Dr. Morgan: It does not. John Long: Not even if you put it in ice cream? Dr. Morgan: I don't think so. John Long: Oh well, we're not going to try that. Dr. Morgan: Exactly. No. John Long: Don't bring it to project achievement day, okay? Dr. Morgan: Okay. John Long: No, I'm kidding. I'm kidding. Well Mariah, thank you so much for being with us today and just keep up the good work and we just look so forward to see where robotics is going, and where it's been to where it's going is the sky's the limit and I think that's for sure. Cobie Rutherford: No doubt about it. John Long: Well with that we're going to wrap up 4-H-4-U-2. If you want more information on 4-H Robotics, Mariah, tell them where they can go to find more information about that. The website for sure, right? Dr. Morgan: The website for sure, and we also have a Facebook page. John Long: Wonderful. Dr. Morgan: Mississippi 4-H Robotics, and then of course they can email me, Mariah, mariah.s.morgan@msstate.edu. John Long: Awesome. Dr. Morgan: And I can refer them to the right place. John Long: Great. Great. Well thank you so much and we look forward to, again, maybe even having you on at another time and you'll have to wear the green wig. Dr. Morgan: Oh, absolutely. John Long: All right. Very good. All right and with that, I'm John. Cobie Rutherford: And I'm Cobie. John Long: And we'll see you next time on 4-H-4-U-2. Announcer: Thanks for joining us for 4-H-4-U-2. For more information, please visit extension.msstate.edu and be sure to subscribe to our podcast. 4-H-4-U-2 is produced by the Mississippi State University Extension Service, Office of Agricultural Communications.

Welcome to Beyond the Hour of Code, I am your host Dr. Sam Patterson, makerspace teacher and author of Programming in the Primary Grades, Beyond the Hour of Code. Not everyone is super excited about coding, especially teachers. My love is learning, self-directed, creative, expressive learning. Code and things you can code are just one of the many tools I use in my space. (I have not yet written the beyond material for sewing and puppets, it is coming)- So what I want to chat about today, the conversation I want to start is about what code is doing in our classes, and how we, as teachers, can respond to the public pressure to code in a way that serves our highest pedagogical goals. I talk about those a bunch my “Highest Pedagogical Goals” These are big picture goals like “Teach kids to read” “help kids develop the social skills to treat each other with kindness” The simple fact is that unless you are teaching a computer science class, you won’t be teaching your kids to code so that they can learn about coding. Also- You will have to teach some of your kids to code. My school is an award winner in tech integration, and my students complain that I don’t teach them enough code before asking them to do things with it. This is true. I give direct instruction and practice short shrift and I rush to building something that does something for someone. I interrupt them as they work to show them specific things and as they learn things I didn’t know I have them teach the class. This isn’t comfortable for most of us. Have you seen the drawing of a person with a circle around them labeled “comfort zone” and the  X far outside the circle that says “You Are Here?” This is the land of coding in elementary school. While some of the kids and some of the teachers enjoy the challenge of logic puzzles and the rewards built into them, for many teacher and students the coding games and tutorials we find have little relationship to the world beyond the screen. They feel disconnected, and generic, and cutesy, like a worksheet. What I strive for instead is a learning experience that takes a simple concept and uses the code platform to play with the concept and connect with other learning we have been doing. Sometimes this might be a ScratchJr “code the aquarium” challenge to have the kids learn loops and apply what they have been learning about fish. Other times we might use a hummingbird robotics kit to recreate a scene from the Berenstain Bears classic  “The Spooky Old Tree.” Instead of relying on the leveled app or challenge to engage the kids, I build my own frame. I create a lousy sample program.* (Always make a minimum, or don’t show them your fancy work,  I find that “I could do better than that” is a really productive mindset for kids, especially when compared to “I could never do anything that cool”) I show the kids the lousy sample and leave the code where they can get it to copy, modify, remix, etc. I do this because I want the kids in my class to spend the time in my class to do things that are specific to my class. I don’t want kids sitting in an app they could do anywhere clicking through screens, that is just giving my time away to an app builder in hopes that their app meets my learning goals. Often the only goal this meets is the external demand for coding. When our schools and communities call for “coding for all” or “coding in every classroom,” our job as teachers is to make sure that coding, like every other tool that enters our classroom, serves the highest goals we have for our students during the time we share. I find that focusing on the job the coding is doing (to show, to explain, to model, to storytelling, to control something) more than the code itself – keeps my kids focused on the higher goals. This allows them access to success even if there is something not yet working with the programming. If you only define success by who makes it to level 25 for the app, you may be able to...

In many ways, my whole career changed when I asked the question, “If I can teach coding to pre-readers, can coding help them learn to reading?” This episode of Beyond the hour of code talks through my learning process and highlights some of the most useful pieces. I have included below the framework and template for one of my ScratchJr coding activities. I find that I only have to build a few of these activities and the kids quickly develop the skills to set up the characters and backgrounds on their own screens. Check it out and let me know how you can adapt the idea to fit your goals and your learners. A Reading Programming Activity with TemplatesEver since I discovered that my pre-reading students could code using leveled apps like Kodable and The Foos, as well as open studio apps like Scratch Jr, I have worked to figure out how this fun and engaging challenge could be linked to literacy instruction. At my previous school, we did very little direct reading instruction in kindergarten, but we work on developing letter and number sense. There are sight words that are studied. As I worked with my kindergarten teachers I asked them what words we could support the kids in spelling and they brought me to the word wall. Preparing Students for ProgrammingFor this lesson, I chose “you, have, and peace.” I thought these words made a logical progression of challenges. Then I set to crafting a digital learning experience. I used to do craft paper learning experiences with blackline masters, a photocopier and white out. To create a digital learning experience I build half of a program inside of Scratch Jr. I set up 3 different stages and each stage was a “level” holding one of the 3 words. I had to make some adjustments to how the app functioned to set some boundaries on this learning experience. I used guided access on the Ipads to turn o the touch on the main stage. This meant my students had to use code to move the letters because they could not click and drag them. The students have worked in Scratch Jr before, so I only had to show them the activity once and set them to work. Since I had guided access enabled, every Ipad was already on and in the app when I walked in the door. Once the students got to work there were a couple of standard challenge points. as the “y” moves, it gets reversed. The students had to figure out how to solve that. As the students got into it the room got quieter and there was a level of focus. The challenge was real and in reflection, I can see the kids were learning and struggling because there was a wide range of abilities and success levels.  THIS LINK TO EVERNOTE (https://www.evernote.com/shard/s116/sh/ff9fab28-42d7-476a-a920-eaecbfcc9199/fd8ff82125e3f2c1a317bc6d79d05cca) to download the Scratch Jr file onto your own device. Creating a Custom WorkflowI use a couple of tools to make this lesson a success, one was guided access. By shutting down parts of the screen I was able to make this open studio app behave like a more restricted leveled app. This allowed me to create a 3 level digital learning experience that engaged and challenged the students. The second built-in tool I used was airdrop. I bet you could use Android's near field to do the same thing, I wrote the experience on one iPad and used airdrop to send it to the 16 iPads in the cart and set them each up. The prep on this was a little intense as it takes time to move the files and activates guided access. The outcome was so good I am working on a more advanced version for our first-grade team. Links to Mentioned Apps Scratch Jr in App Store (https://itunes.apple.com/us/app/scratchjr/id895485086?mt=8) Scratch Jr in Play Store  (https://play.google.com/store/apps/details?id=org.scratchjr.android) The Foos in App (https://itunes.apple.com/us/app/foos-code-for-hour-free-girls/id923441570?mt=8) The Foos in Play...

How to Teach Anything Through CodeWelcome to episode 2 of Beyond the Hour of Code, a podcast to help teachers do great work. In this episode, we take on a couple of the big ideas we need to use code the best way possible for our elementary students. Code is a Text, and we Teach Through TextIf you have been teaching for a while and you don't have a degree in computer programming, no one expects you to stop what you are doing and go become an expert in code, you are an expert in kids. Code is a text, it communicates something, it does something for some reason. With the help of simple apps like ScratchJr (https://www.scratchjr.org/) , my students can compose these meaningful texts, even my pre-readers. If you are a teacher who likes to address standards in multiple contexts (spiraling), coding can become another stop on your instructional tour. Programming is Problem SolvingMy students have plenty of problems to solve every day, and leveled programming apps give me a chance to teach problem-solving skills. Most of the programming work my kids do is more open-ended, and composing those texts is a problem-rich process. Since you as the teacher are not a code expert, this problem solving can be very genuine. When I teach this part of coding I enjoy being a partner in the process with the kids, helping them find the right information on the screen. So much of this is actually reading strategy instruction. (READ THE SCREEN). Coding the StandardsComputer Science StandardsLeveled CS experiences CS First (https://csfirst.withgoogle.com/en/home) Google's CS First curriculum is a collection of fun activities like “ Make your own Google Logo (https://csfirst.withgoogle.com/c/cs-first/en/create-your-own-google-logo/create-your-own-google-logo/create-your-own-google-logo.html) .” Through the activities, students learn about and apply computer science concepts. Kodable (http://blog.kodable.com/2015/10/29/sam-pattersons-5-tips-to-rock-the-hour-of-code/) The Foos (https://www.youtube.com/watch?v=B-dpLkp2oOc) Beyond Computer Science- Content Area Knowledge Open Studio Apps (https://www.teachercast.net/teaching-block-based-coding/) Story Telling (https://www.youtube.com/watch?v=YHoZiaTYBr0) (Thanks, Jacob Lee) Dialogues (https://www.youtube.com/watch?v=7dgeYGEkm_Y) Beyond Standards- Student EmpowermentProfound platform for sharing and interacting Students quickly learn that they can create these texts about the things they care about. Like the Show? Buy the Book! Programming in the Primary Grades: Beyond the Hour of Code (https://www.teachercast.net/product/1475825447/US/teach00-20/?cart=y) is your guidebook for keeping the focus on your highest goals as you bring coding into your classroom.    

App-Based Blockly ProgrammingWelcome to Programming in the primary grades: Beyond the Hour of Code (https://www.teachercast.net/bhoc001-learning-programming/) ” Why Blockly?Blockly is a tool for building visual programming editors Teachers, once they are familiar with the platform, can spot errors much more quickly than they could find a misplaced semicolon. Blockly based apps allow students to get programming fast. In a 45 minute class period, a student can complete multiple iterations of a functioning video game, an animation, or a model. The speed of creation is especially astonishing to anyone who has spent time working in a text-based programming syntax. The work the students are doing in Hopscoth, Tickle, and Tynker, during grades 2-4 is preparing them to be productive in Scratch in grades 4-8. When students work in several different apps that are based on blockly they are able to transfer lessons learned in one programming environment into another. The fluid use of apps also helps students practice learning Programming in AppsThere are many tablet-based programming apps available and there seems to be more every day for both iOS and Android. Check the last chapter of this text for our annotated bibliography of programming apps. Programming apps are generally categorized as leveled game-style apps or as open studio apps. The leveled apps are designed to teach the user the basic principles of programming through a gamified experience where level by level the challenges become greater. Open studio apps aim to let the user design and build programs within the app that can often be shared with others using a community within the app or a web-based interface that connects to the app. One style of app is not superior to the other, they just do different things. When you’re deciding which to use in a lesson, think about your learning goals and match the app to fit. Leveled Programming AppsLeveled programming apps, like Kodable, Cody's Quest by Tynker, and The Foosuse all of the mechanics of games to guide students through a process of learning tools, commands, and structures available in that platform. These are introduced one at a time in the context of a challenge. These apps can be powerful learning tools to use in whole class instruction as well as individual and choice-based learning contexts. Kodable (https://www.kodable.com/) Cody’sQuest by Tynker (https://www.tynker.com/school/courses/show?id=11-codey-s-quest) TheFoos (https://thefoos.com/webgl/) As a teacher, you will notice that the apps self-differentiate. Students work quickly through the levels they “get” and have to spend more time with others. Even though the leveled apps can be fairly self-contained, using them in the classroom is not a simple matter of handing out iPads. There are a few tricks and structures that can help support student learning and success. TipsFor Teaching Code with Leveled AppsDon’tundercut the tutorials. Many of the apps have a good library of built-in tutorials. Ask your students to engage the tutorials and ‘read the screen’, or look for tips and solutions in the app. Focus on communication and problem-solving. Since the app is going to do the heavy lifting of teaching the programming concepts, this frees you up to teach the important things, like how to ask another student for help, or how to notice when someone needs some help and how to offer it, or how to politely refuse help when you want to work through a problem on your own. Hang back and watch body language. Observation can yield a great deal of data. A general guide is this: fist pumps = good, face in hands = bad. Build in some reflection.One of the greatest challenges to teaching with a self-contained leveled app is that it can be hard to tell how the students are doing other than what you observe. OpenStudio AppsOpen studio programming apps, like Scratch Jr, the create side of...

Greetings everyone!  This week (December 4th-10th, 2017) is Computer Science Education Week!  We are celebrating this week by discussing our favorite resources to use with your students this week. Made with Code: This is created by Google.  It gives simple, easy to use projects for students to complete and code.  Geared more toward getting girls into coding, however, it is suitable for everyone. Google CS First: Geared toward students ages 9-14, CS First offers full curriculum to teachers and students.  Best of all, there is no experience needed!  As a teacher, if you know nothing about coding, this is a good place to go. Khan Academy: Lots to offer.  Computer programming, Javascript, HTML and more.  A little more advanced than CS first.  MS and HS routes.  Offers creation of classrooms or groups, and can sync with google classroom. Scratch and Scratch Jr.:  Graphical coding from MIT Thenewboston.com: Android app development, javascript, python, higher end programming, YouTube videos. Cubelets: Magnetic Blocks that attach to each other to perform a task.  Can be used as a stand-alone product or you can program them. Code.org: One of my favorites.  Very well done.  Longer and shorter lessons and all ages covered. Code Academy: Similar to Code.org or Madewithcode.com, this site offers a graphical way to program. Lego Mindstorms: EV3 littleBits Makey Makey A list of A TON of resources: https://skillcrush.com/2016/03/15/64-online-resources-to-learn-to-code-for-free/ This list is incomplete!  Do you have something you use in your class?  Share it with me. Facebook: https://www.facebook.com/STEMRoundtable/ Twitter: https://twitter.com/stemroundtable Email: joe@stemroundtable.com

Last episode we heard from the students that participated in our Creative Coders Camp this past summer.  In this episode , we hear from a few of the teachers that participated in the event that ran concurrently, Creating Coders Camp.  We learn about what brought them to this new camp.  What they were able to get out of the camp and what goals they have for themselves as they started the new school year.  Many talked about how engaged the students were with the coding tools.  Even though it was a week during the summer (with beautiful weather I might add), the students participating within the Creative Coders Camp were very engaged within the coding tools and learning SO much more than just coding!  Others also loved the space.  Shoutout to Amber Bell-Christian at UMSL’s EdCollabitat for allowing us into your amazing space!     Both Creative Coders & Creating Coders had access to many different coding resources.  All of them are listed below.  The students explored on Monday & Tuesday.  Teachers came to observe their exploration on Wednesday and then got to explore on their own Wednesday afternoon.  On Thursday, the students taught our teacher participants how to use a particular tool.  We closed the camp with some time to create an action plan to think how they want to integrate coding into the classroom.   This Camp was an amazing event!  The students were AMAZING, the teachers were great and the space was wonderful!  I am excited to begin planning for next year’s camp!  If you were not able to attend, I would be on the lookout for this camp Summer 2018!   Episode’s Guests: Section 1: Aimee Valuck - 3rd Grade Teacher at Premier Charter School Kelly Foushee - 5th Grade Teacher at Premier Charter School Section 2: Kaye Rueschhoff - Lindbergh School District - @kayerueschoff Tarren Fritz - Lindbergh School District - @tarrenfritz   Section 3: Lauren Tyler - 4th Grade at Premier Charter School Eric North - High School Technology innovation - Hancock Place - @ehnorth86 Coding Resources Used for Creative Coders Camp & Creating Coders Camp Ollie & Sphero Dash & Dot Bloxels Raspberry Pi LittleBits Scratch & Scratch Jr. CS First (Google) TouchDevelop (Microsoft) Swift (Apple) LEGO Mindstorms & WeDo 2.0

Electronic Frontier Foundation (EFF) Related: All proceeds from the sale of The Open Organization will be donated to the Electronic Frontier Foundation Dragon Con Lost Wonder Workshop Dash Scratch and Scratch Jr. FIRST Kindle Fire Coby’s recommended reading list Visible Ops Private Cloud: From Virtualization to Private Cloud in 4 Practical Steps Anything by Clayton Christensen D&G (and Coby) Term of the Week: The Dinocorn   We Give Thanks Coby Holloway for being our special guest star! Special Guest: Coby Holloway.

Coding is an important literacy skill we need to introduce to everyone in the 21st century! This podcast features reflections by Shelly Fryer (@sfryer) and Wesley Fryer (@wfryer) following a PBS Scratch Jr. Coding Camp for Kids in Edmond, Oklahoma, on September 17, 2016. It also includes some recorded audio from Shelly's lessons during the workshop for 3rd, 4th and 5th graders. The coding camp was sponsored by The Div (@thedivorg), a local 501c3 nonprofit "dedicated helping the next generation thrive through access to technology education." According to its official website, "ScratchJr is an introductory programming language that enables young children (ages 5-7) to create their own interactive stories and games. Children snap together graphical programming blocks to make characters move, jump, dance, and sing. Children can modify characters in the paint editor, add their own voices and sounds, even insert photos of themselves -- then use the programming blocks to make their characters come to life. ScratchJr was inspired by the popular Scratch programming language (http://scratch.mit.edu), used by millions of young people (ages 8 and up) around the world. In creating ScratchJr, we redesigned the interface and programming language to make them developmentally appropriate for younger children, carefully designing features to match young children's cognitive, personal, social, and emotional development. ScratchJr is available as a free app for both iPad and Android tablets. For more information about ScratchJr, see http://scratchjr.org." PBS Scratch Jr. was introduced in December 2015 and is an official version of the original app but includes familiar and favorite characters from PBS Kids. Check out our podcast shownotes for referenced links to all the videos and resources used in this Kids Coding Camp and mentioned in our podcast.

2015-12-07 En av klubbarna på Kronoparksskolans fritidshem handlar om programmering. som är på väg att bli ett skolämne där eleverna, i åk 1-3, får lära sig att styra tekniken och att med hjälp av den lösa problem. I samtalet möter vi Anna Stefansson, IT-pedagog och Jangiz Hashim, som håller i klubben. Vi får även möta eleven Zhiar som visar och berättar hur de arbetar. Programledare är Tobias Berger och Ola Henningsson   Läs mer om Scratch JR  

An Pädagogischen Hochschulen werden Lehrerinnen und Lehrer für fast alle Schulformen ausgebildet, es gibt sie inzwischen in Deutschland nur noch in Baden-Württemberg. Beispielsweise seien die Pädagogische Hochschule Heidelberg und die Pädagogische Hochschule Karlsruhe genannt- hier in Karlsruhe gibt es zusätzlich auch eine Abteilung für Didaktik an der Fakultät für Mathematik am KIT. An den pädagogischen Hochschulen werden aber nicht nur Pädagogik und Didaktik unterrichtet, sondern auch die entsprechenden Fachrichtungen und jeweilige didaktische Konzepte in diesen Fachrichtungen. Christian Spannagel unterrichtet so als Professor für Mathematik und Informatik in den Fächern, und erzählt im Gespräch mit Sebastian Ritterbusch, wie er didaktische Konzepte für den Mathematikunterricht erforscht und aktiv erprobt. Die Frage nach Verbesserung des Mathematik-Unterrichts ist sehr aktuell: Die OECD-Studie zu Geschlechtsunterschieden in der Schule hat gerade in Mathematik Verbesserungspotential aufgezeigt, denn viele geben Mathe auf, weil sie nachweislich fälschlich glauben, sie könnten es nicht. Der zentrale Begriff ist hier die Selbstwirksamkeitserwartung, die insbesondere in Naturwissenschaften und Mathematik durch gesellschaftliche Einflüsse stark geprägt ist. Die Erforschung neuer Lehrmethoden kann aber nicht den Ersatz der bisherigen und erprobten Konzepte zum Ziel haben: So sind selbst vermeintlich alte Übungen zum Kopfrechnen und zur schriftlichen Division auch heute noch überaus wichtige Hilfen zur Vermittlung von Algorithmen, Stellenwertsystemen und auch zur Vorbereitung auf ein Studium. Das Ziel muss sein, den Fundus möglicher Vermittlungsformen zu bereichern, und für verschiedene Konzepte bessere Kombinationen der Verfahren zu finden. Ein nützliches neues Werkzeug ist die Tabellenkalkulation, mit der beispielsweise Würfelexperimente und Simulationen im Unterricht interaktiv erfahrbar gemacht werden können. Ebenso können Dynamische Geometriesysteme den Zugang zur Konstruktion und Analytischer Geometrie, wie beispielsweise den Satz des Thales, deutlich vereinfachen. Die Software GeoGebra ist ein solches System, das insbesondere auch unterschiedliche Darstellungen und Analyse der Konstruktionen ermöglicht. Leider ist es zu Zeit noch nicht möglich, dass in Klassen jederzeit an jedem Platz ein Rechner zum Einsatz interaktiver Experimente vorhanden ist. Aber auch an einem interaktiven Whiteboard können die Methoden durchgeführt werden. Die technische Ausstattung ist aber nur ein kleiner Schritt zur Einführung neuer Werkzeuge in den Unterricht, auch die Lehrerinnen und Lehrer müssen die Kompetenzen zum Einsatz der neuen Medien erlernen. Hier müssen die pädagogischen Hochschulen den Lehramtsstudierenden den Weg bereiten, damit das Lehrpersonal zu Beginn und auch in ihrer langen Lehrzeit für den Stand und die Entwicklung der Technik vorbereitet ist. Auch Wissensmanagement in der Form von Wikis haben in Schulen Einzug gehalten, so setzen Maria Eirich und Andrea Schellmann auf ein Schulwiki am Regiomontanus-Gymnasium Haßfurt und Lernpfade zum interaktiven Mathematik-Unterricht. Auch Schülerinnen und Schüler können hier selbst Quiz-Aufgaben erstellen. Michael Gieding und Andreas Schnirch haben für Geometrie-Vorlesungen an der PH Heidelberg ein Geometrie-Wiki auf dieser Technologie erstellt, das auch weiterhin für Lehrveranstaltungen für Lehramtsstudierende genutzt wird. Eine Einführung in die frühen interaktiven Elemente am CMS der Fakultät für Mathematik sind auf der Fragebogen-Seite mit einer Vielzahl von Beispielen zu finden. Gerade in Mathematik stellt die Einbindung digitaler Medien eine gewisse Hürde dar, da Formeln, Beweise, Algorithmen und Konstruktionszeichnung nicht leicht digitalisierbar sind- auch wenn das Textsatz-System LaTeX oder LyX im mathematischen Bereich mit perfektem Druckbild für fast alles verwendet werden kann, so muss man es erst erlernen- beispielsweise mit der l2kurz-Anleitung. Das Austauschen von abfotografierten Seiten ist da häufig deutlich effektiver. Dabei ein solcher Austausch zwischen den Lernenden sehr zu begrüßen, da es zum einen die gemeinsame Konstruktion von Lösungswegen begünstigt, aber auch die angehenden Lehrenden auf die Nutzung der Medien trainiert. Wichtig sind niederschwellige Zugänge und die Möglichkeit zu anonymen Beiträgen, da nur so das Lernen aus Fehlern ermöglicht wird. Im Flipped Classroom wird der Prozess der interaktiven Auseinandersetzung mit dem Lernstoff, der traditionell zu Hause erst bei den Hausaufgaben auftritt, in den Unterricht gebracht, und der herkömmliche Frontal-Unterricht aus dem Klassenzimmer verbannt. Dazu erhalten die Schülerinnen und Schüler oder die Studierenden zur Vorbereitung ein Video, in dem das grundsätzliche Verfahren erklärt wird. Die Unterrichtsstunde kann dann mit einer Fragerunde zum Videomaterial starten, gefolgt von einigen Aufgaben, die vom Plenum in Gruppenarbeit bearbeitet werden sollen. Hier werden Probleme und Fragen offensichtlich, die vom Lehrenden oder gemeinsam in einer Diskussion erörtert werden können. Anschließend könnte sich ein Hörsaal- oder Klassenzimmerspiel anschließen, das sowohl auflockert, als auch das Thema verfestigt. Dass besondere Ereignisse den Lernerfolg verbessern können, wurde auch beim Thema >Gestern hab ich noch Zeit genug< im Methodisch-Inkorrekt Podcast Folge 43 besprochen. Auch wenn es nicht immer außerordentliche Ereignisse geben kann, so ist eine sinnvolle Abwechslung der Lehrmethoden sicher zuträglich zur Verbesserung des Unterrichts. Neben der Frage zur zeitlichen Planung des Unterrichts sind auch Fragen innerhalb der Mathematik eine Untersuchung auf mögliche Vermittlungsmethoden interessant: Die Gaußsche Summenformel ist nicht nur wichtig zur Berechnung der Anzahl der Spiele in einer Fußball-Liga, sondern auch ein schönes Beispiel zur verschiedene mathematische Beweisverfahren. Die Formel kann durch vollständige Induktion bewiesen werden, ein anderer Ansatz ist die Verwendung von Dreieckszahlen zu einem ebenso korrekten ikonischen Beweis der Summenformel. Einen wichtigen Stellenwert hat auch die Haltung der Lehrperson: Anstatt zu demoralisieren, müssen die Lernenden in ihrem Lernprozess unterstützt und bei Bedarf geleitet werden. Dazu gehört auch die Anpassung der Komplexität an die unterschiedlichen Kenntnisse der Lernenden- eine fast unmögliche Aufgabe angesichts großer Unterschiede in den Vorkenntnissen. Eine Möglichkeit sind Angebote für optionale Übungsgruppen, oder Zusatzangebote für weitergehende Fragen. Ideal sind jedoch natürlich differenzierende Aufgaben, die von allen Lernenden je nach ihrem Kenntnisstand hinreichend und unterschiedlich umfangreich beantwortet werden können. Ein Beispiel ist hier die Aufgabe zu den Pythagoreischen Zahlentripeln, die sehr knapp, aber auch sehr weitreichend beantwortet werden kann. Eine andere interessante Frage steckt im Münzproblem, die man bis zur Frage der kleinsten Anzahl von Münzen zur Rückgabe aller Geldbeträge von 1-99 Cent beantworten kann (Optimal sind acht Münzen in vier möglichen Variationen: zB 1+1+2+5+10+10+20+50 oder 1+2+2+5+10+20+20+50). Die Frage der Evaluation von Unterrichtsmethoden wie dem Flipped Classroom ist leider nicht einfach zu beantworten: Es ist kaum möglich zwei Gruppen parallel und voneinander unbeeinflusst unterschiedlich zu unterrichten. Bei einer Evaluation zwischen verschiedenen Jahrgängen konnte ein besseres Abschneiden bei Prüfungen nicht sicher nachgewiesen werden, jedoch ist war das subjektive Empfinden der Studierenden gegenüber den neuen Methoden ausgesprochen positiv. Malte Persike hat entsprechende Ergebnisse erhalten, u.a. beim MOOC zur Wahrscheinlichkeitsrechnung, stellt aber auch zur Diskussion, dass bei mit herkömmlichen Methoden weniger erfolgreichen Dozenten die neue Methoden deutlich bessere Ergebnisse erzielen könnten. Bei der Umstellung auf Flipped Classroom-Konzepte ist die Videoerstellung oft nicht sehr aufwendig, da hier abgefilmte frühere Veranstaltungen in Frage kommen können. Dafür ist die Umstellung und die Planung des neuen Unterrichts oftmals deutlich aufwendiger, wenn man eine Stunde zum ersten Mal durchführt. Anders sieht es bei einem Massive Open Online Course, kurz MOOC, aus, für den Videos deutlich aufwendiger und in kürzerer Form produziert werden. MOOCs sind besonders durch Sebastian Thrun bekannt geworden, als er eine Vorlesung zur künstlichen Intelligenz online zur Verfügung stellte, an der etwa 160'000 Studierende teilnahmen. In der Regel werden Videos mit vorlesungsartigen Inhalten wöchentlich online gestellt, zu denen die Teilnehmer regelmäßig Aufgaben gestellt bekommen. Durch Verfügbarkeit im Internet können sehr viele an diesen Kurs teilnehmen, und durch die Verwendung offener Technologien und Zugänge ist die Teilnahme sehr niederschwellig und spricht viele Interessenten an. An der PH Heidelberg wurde der Mathe-MOOC Mathematisch Denken von Christian Spannnagel, Michael Gieding, Lutz Berger und Martin Lindner ins Leben gerufen, der das MOOC-Konzept nicht ganz klassisch umgesetzt hat. Viel mehr wurde ein Schwerpunkt auf Mathematikdidaktik gelegt: Statt einem festen Wechsel von Vorlesung und Übung wurden einführende experimentelle Einheiten eingesetzt, bei denen die Teilnehmenden schon im Vorfeld Ihre eigenen Erfahrungen mit dem Thema machen konnten. Die Bearbeitung der Aufgaben und der Vergleich der Lösungen erfolgte dann in öffentlichen Foren- eine abschließende Prüfung war in diesem MOOC nicht vorgesehen, sondern möglichst vielen einen Einstieg in die mathematische Denkweise ermöglichen. Die Teilnehmenden können sich selbst als Kiebitze, Anpacker und Formalisierer bezeichnen, auch von Aufgabe zu Aufgabe unterschiedlich- die Kiebitze sind hauptsächlich passive Zuschauer, wogegen die Anpacker die Lösungen aktiv, beispielsweise ikonisch, erarbeiten wollen. Die Formalisierer suchen schließlich die exakte mathematische Beschreibung und symbolische Lösung der Aufgaben. Diese Differenzierung ermöglicht eine Klarstellung der eigenen Teilnahmeabsicht und vereinfacht durch die Vorgabe verschiedener Ansätze den Zugang in den jeweiligen Nutzungsszenarien. MOOCs können und sollten herkömmliche Präsenzveranstaltungen nicht ersetzen, sondern die Nutzung wie beim Flipped Classroom-Konzept die Qualität der Präsenzveranstaltungen verbessern. Ausgesprochen sinnvolle Beispiele zum Einsatz von MOOCs sind Brückenkurse vor Studienbeginn, wo noch nicht alle Studierende am Studienort sind, oder in der Weiterbildung für Berufstätige. Der Mathe-MOOC Mathematisch Denken findet aktuell jedes Semester statt, und wer mitmachen möchte, kann jeweils Anfang April oder Anfang Oktober einsteigen. Die Kurse werden auch kontinuierlich weiter entwickelt. So werden nun mit Christian Freisleben-Teutscher Improvisationsmethoden eingebunden, um die gegenseitige Interaktion zwischen den Teilnehmenden zu fördern. Schon seit Beginn des Mathe-MOOCs sind auch szenische Darstellungen sehr erfolgreicher Teil der Darstellung, und dienen der Motivation und Auflockerung der manchmal trockenden Mathematik. So tritt Christian Spannagel oft als Dunkler Lord auf, der auf seine besondere Weise die Mathematik erklärt. Wie es schon Jean-Pol Martin formulierte, haben Professoren die Verantwortung neue Wege zu gehen, um für die Gesellschaft auch riskantere Wege einzuschlagen. Auch am KIT werden erfolgreich MOOCs angeboten, und der MOOC gegen Chronisches Aufschieben wurde vor kurzem mit dem Bildungsmedienpreis digita ausgezeichnet. Ein weiterer neuer Zugang ist die Gamification, bei der spielerische Elemente in spielfremde Bereiche eingeführt werden. Dies kann durch die Zuteilung von Punkten, Leveln oder Abzeichen bzw. Badges erfolgen, und dies kann auch in der Hochschullehre eingesetzt werden. Die Wahl eines Kontexts hat sich aber als kritisch herausgestellt: Wenn die Lernenden sich nicht mit dem Spiel identifizieren können, ist kaum ein Erfolg zu erwarten. Nando Stöcklin und Nico Steinbach entwickelten das erfolgreiche System QuesTanja, mit den Schülerinnen und Schüler mit Tablets selbstständig Mathematik erlernen können. Die Forschung richtet sich hier auf die Konzepte des Design-based Research, sie konzentriert sich also darauf die Methode zu entwickeln und iterativ und zyklisch zu verbessern. Auch zum Erlernen des Programmierens haben sich spielerische Konzepte bewährt, ein Beispiel dafür ist die Plattform Scratch und ScratchJr, oder auch Lightbot. Diese Lernprinzipien gehen auf Seymour Papert zurück, der schon mit der Programmiersprache Logo den Grundstein zu erziehungsorientierten Programmiersprachen gelegt hat. Die Logo-Programmiersprache gab es als Schildkrötengrafik auch schon im NDR-Klein-Computer. Eine interessante Frage im Umgang mit neuen Medien in Lehre und Wissenschaft ist die Zitierbarkeit der Angebote. Auf der einen Seite geben sich neue Nutzungsmöglichkeiten durch direkte Links an bestimmte Zeitpunkte, jedoch sind Zitate auf Videos, Audiodateien und Internetseiten noch nicht in der wissenschaftlichen Literatur etabliert. Neue Ansätze zur Vortragsaufzeichnung beim KonScience Podcast werden diskutiert. Ein wichtiger Ansatz ist auch die Vergabe von DOI-Nummern für digitale Medien, wie es auch im Open Science Radio Podcast angesprochen wurde. Letztendlich kann man bei der Erstellung von Videos für den Unterricht nicht zu viel Perfektionismus an den Tag legen, wie es auch schon Aaron Sams formulierte: "Do you need it perfect, or do you need it by Tuesday?" Literatur und Zusatzinformationen C. Spannagel: Digitale Medien in der Schule: in medio virtus, LOG IN, 180, 22-27, 2015. M. Fischer, C. Spannagel: Lernen mit Vorlesungsvideos in der umgedrehten Mathematikvorlesung, In J. Desel, J. M. Haake & C. Spannagel (Hrsg.), DeLFI 2012 – Die 10. e-Learning Fachtagung Informatik der Gesellschaft für Informatik e.V. (S. 225-236). Bonn: Köllen Druck+Verlag, 2012. C. Spannagel, J. Spannagel: Designing In-Class Activities in the Inverted Classroom Model, In J. Handke, N. Kiesler & L. Wiemeyer, L. (Hrsg.) (2013). The Inverted Classroom Model. The 2nd German ICM-Conference (S. 113-120). München: Oldenbourg Verlag, 2013. Flipped Classroom: Die umgedrehte Mathematikvorlesung Video: 10 Irrtümer zum Einsatz digitaler Medien in der Schule Podcast Lob und Tadel 019: Schulmathematik

STEAM: Join Sam to talk about how we can start in k-2 teaching students to program using blockly code. Sam will demonstrate using Scratch Jr and Hopscotch on the iPad to support content area learning

  This week Dave and Gunnar talk about home storage, open source 5th columnists at MSFT, the Amazon unicorn factory, Gunnar’s new job, new workflow, and Georgios Papanikolaou, a monthly visitor of guinea pigs. Subscribe via RSS or iTunes. Image courtesty of @feitclub Redshift in EPEL dynamically adjusts screen brightness and color based upon location and time of day like f.lux OpenSpritz and FBReader OpenSpritz Plugin for speed reading! Dave’s choice is jetzt on Firefox with a workaround Lauren, now in ebook form and as an Opensource.com 2014 People’s Choice Award nominee Bonus link: Ellie the robot is ready to compete Gunnar is thrilled about a revamped and open sourced dgshow.org his other new new project Soren! Gunnar’s Drobo 2.0? — Google Drive prices slashed! Anyone try Insync? Is Space Monkey the device Gunnar thought he heard mentioned on Back to Work? Anyone try the Synology Dropbox-like storage product? Goodyear Zeppelin arrives near Dave’s house Goodyear’s next generation iconic airship takes flight RHEL 6.6’s plans for inclusion of the SCAP Security Guide Heartbleed: oy. See if your favorite web site is vulnerable ← Runs on OpenShift! Sleep well — Red Hat has you covered Open Wifi: don’t listen to this radio in my window. By extension, is it then illegal to strobe someone else’s server? Gunnar’s been complaining about this since 2003 Microsoft releases source code for its OS and Word (MS-DOS 1.1 and 2.0 and Word for Windows 1.1a specifically) Microsoft Launches .NET Foundation To Foster The .NET Open Source Ecosystem AWS urges developers to scrub GitHub of secret keys ATM operators eye Linux as alternative to Windows XP Dave and Gunnar need this like we need smart watches: Google and Microsoft are out to stop dual-boot Windows/Android devices Nice open source list of 2 factor authentication sites + ways to pester those who don’t have it yet HT Dave Sirrine: ScratchJr — Coding for Young Kids Cisco cozies up to Red Hat and KVM RHEL on Google Compute Engine with Cloud Access! AWS Achieves DoD Provisional Authorization RIP, the server. It’s time to breathe the air of cloud connection ‘Amazon has destroyed the unicorn factory’ … How clouds are making sysadmins extinct AFSPC CIO thinks we’re doing consolidation, not cloud. Agree? Disagree? Talk amongst yourselves. HT Bob Kozdemba: How to request resources for Non-Profit, Open Source, or Educational Institutions A Customer We Like: NASA and their launch control center firing room featuring Red Hat (Enterprise) Linux (6)! slack.com looks really interesting for collaboration Gunnar plays with capture tools like NewsBlur and Blogtrottr but can’t quit rss2email and processing tools like Pinboard which he still needs to figure out D&G Book Club: The Emperor of All Maladies: A Biography of Cancer Ken Burns 6 hour documentary coming in 2015 The pap test for cervical cancer screening is due to Georgios Papanikolaou in 1928 where he studied the menstrual cycles of guinea pigs Related: The Immortal Life of Henrietta Lacks — start with the Radiolab episode and follow up episode Bonus book: Proficient Motorcycling: The Ultimate Guide to Riding Well Cutting Room Floor Pretty great interview with Horowitz of Andreesen Horowitz A persuasive case for government-run/subsidized Internet Semantic Versioning — It’s a thing Amazon Dash: genius Make your own GitHub ribbon with CSS alone Twilight Zone action figures (in black and white!) The Expert JakToGo: Great for smuggling hams into movie theaters too We Give Thanks Dave Sirrine for letting us know about ScratchJr Bob Kozdemba for helping spread the word about free OpenShift for non-profit, open source, and educational institutions

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2020.04.16.045732v1?rss=1 Authors: Ivanova, A. A., Srikant, S., Sueoka, Y., Kean, H. H., Dhamala, R., O'Reilly, U.-M., Bers, M. U., Fedorenko, E. Abstract: Computer programming is a novel cognitive tool that has transformed modern society. An integral part of programming is code comprehension: the ability to process individual program tokens, combine them into statements, which, in turn, combine to form a program. What cognitive and neural mechanisms support this ability to process computer code? Here, we used fMRI to investigate the role of two candidate brain systems in code comprehension: the multiple demand (MD) system, typically recruited for math, logic, problem solving, and executive function, and the language system, typically recruited for linguistic processing. Across two experiments, we examined brain responses to code written in two programing languages: Python, a text-based programming language (Experiment 1) and ScratchJr, a graphical programming language for children (Experiment 2). To isolate neural activity evoked by code comprehension per se rather than by processing program content, we contrasted responses to code problems with responses to content-matched sentence problems. We found that the MD system exhibited strong bilateral responses to code in both experiments. In contrast, the language system responded strongly to sentence problems, but only weakly or not at all to code problems. We conclude that code comprehension relies primarily on domain-general executive resources, demonstrating that the MD system supports the use of novel cognitive tools even when the input is structurally similar to natural language. Copy rights belong to original authors. Visit the link for more info