Life in Links 43⤴

from @ wwwd – John's World Wide Wall Display

Featured image, spider and young, my own.

Making the most of Microsoft Edge web browser in education⤴

from @ Digital Learning & Teaching in Falkirk

Microsoft Edge web browser has a number of features which make it useful in an educational context. So if you’re not yet using it you might want to have a look, and if you are already using it you may find it worthwhile to explore some of the features you may have yet to discover! …

Making the most of Microsoft Edge web browser in education⤴

from @ Digital Learning & Teaching in Falkirk

Microsoft Edge web browser has a number of features which make it useful in an educational context. So if you’re not yet using it you might want to have a look, and if you are already using it you may find it worthwhile to explore some of the features you may have yet to discover! …

Signposting support for your School Digital Learning Journey⤴

from @ Digital Learning & Teaching in Falkirk

When your school is looking to move forward in its digital learning journey, where do you start? You may be reflecting on where you are, where you want to be, and what needs done to move further along the road in embedding digital technology across the school, at all stages and across the curriculum to …

Build it in Microsoft Paint 3D⤴

from @ Digital Learning & Teaching in Falkirk

Microsoft Paint 3D on Windows devices provides a handy tool for creating, remodelling, manipulating and sharing 2D and 3D images. And if you’ve seen it on your Windows device but not yet explored it, then the links to resources below will show you how to make use of the Paint 3D tools and features, but …

Pay it forward⤴

from

We often talk about the impact that we as teachers have on young people. Helping them to see their potential, encouraging their success and supporting them to achieve their very best. But this post recognises the encouragement great teachers and leaders often give to colleagues, and the importance of those individuals who go beyond their day job, to take time to build others up and inspire through formal or informal mentorship.

I’ve been incredibly fortunate to have been able to support aspiring teachers, student teachers, early career teachers, experienced teachers, new and established principal teachers over the last few years. It’s always a privilege to be able to tease out their confidence and help them to see their own strengths. Often the conversation is all they need. The opportunity to share and clarify their thinking which gives them confidence they need in whatever situation they find themselves in. I’ve listened to worries, concerns and frustrations. I’ve been asked searching questions or my opinion on moral dilemmas. I’ve offered advice on application forms and supported individuals prepare for interviews. I’ve reminded colleagues of their worth, of gaining perspective and the need for balance. I’ve been there when colleagues have been successful and shared disappointment when something was not meant to be. I hope I’ll always be someone who makes time for this and who colleagues feel they can come to for this support. Because in my own career, this has made a huge difference to me.

All teachers are truly brilliant, but sometimes in education, you will find a small number of individuals whose values, energy and purpose totally aligns with your own. You will look up to them. You will be inspired by them. And you will learn so much from them. Find these people, hold them close and use their experience to help you be the best you can be.

For me, many of these inspirational mentors are people I haven’t even met! But they build me up. They keep me right. And their support, when I’ve needed it, has been invaluable. From taking time for a phone call to talk through an issue I’m experiencing in school, to giving me honest, direct and practical feedback on an application form. They’ve thought of me and given me opportunities to shine. They’ve connected me to other colleagues. They’ve encouraged me when I’ve doubted myself. They’ve been a cheerleader when I’ve been successful, and even more so when I’ve not been experiencing success. They’ve helped me to become the teacher and leader I am today. And I’m incredibly grateful for that. These acts of mentorship don’t need to be formal. They very often aren’t. They may not officially be mentors, but are instead good people, being good role models and being incredibly good with their time. Through them, others are being given opportunities to thrive. Colleagues are inspired to be even better. And ultimately it is our young people who benefit from this act of paying it forward.

Always remember to look back. Never be too busy. Or too important. Because not long ago the person asking for the help was you.

Have a great week.

Read: Why coding should at the centre of the curriculum⤴

from @ wwwd – John's World Wide Wall Display

Read Why coding should at the centre of the curriculum
Coding develops cognitive skills, problem solving and analytical thinking ("computational thinking"). By introducing and developing these abilities from primary school onwards, we create the building blocks and thought processes necessary for robotics and AI. This is not about displacing traditional subjects but, rather, changing the emphasis. Coding can comfortably sit alongside other subjects, especially those with a creative slant, reinforcing the development of key skills through multiple channels.

Coding develops cognitive skills, problem solving and analytical thinking (“computational thinking”). By introducing and developing these abilities from primary school onwards, we create the building blocks and thought processes necessary for robotics and AI. This is not about displacing traditional subjects but, rather, changing the emphasis. Coding can comfortably sit alongside other subjects, especially those with a creative slant, reinforcing the development of key skills through multiple channels.

Digital skills: Why coding should at the centre of the school curriculum | Tes

Coding certainly can develop cognitive skills, problem solving and analytical thinking. A lot of other things can too. I think it is difficult.

Any class will present a wide range of learners. Designing or adapting lessons to try and get as many of them in the right zone to develop these skills is tricky. If you don’t get this right coding is neither productive or fun.

The article notes:

. Coding can comfortably sit alongside other subjects, especially those with a creative slant, reinforcing the development of key skills through multiple channels.

I’ve certainly found that putting coding into a context can lead to more fun and success. By adding elements art or making to a coding project more pupils are involved in problem solving, collaboration and creativity.

A difficulty in managing this might be the perceive need to be an expert in several different areas. I’ve certainly found myself in situations where I’ve not be completely confident around some of these areas.

The article acknowledges that covid has had an effect:

It is a reasonable assumption that this immersion in IT and technology is preparing young people for a digital future and teaching them the skills they will need.

But we need pupils to be creators as well as users:

there is a largely unrecognised digital difference between the users of technology and the creators

I think there is also a gap around literacy and the problems that the mixing of commercial and educational interests in technology. A lot of the uptake in digital solutions lacks any questioning of the provides of these solutions.

This is something I am not very sure I’d know where to start with? Perhaps Coding is not ‘fun’, it’s technically and ethically complex:

In just a few years, understanding programming will be an indispensable part of active citizenship. The idea that coding offers an unproblematic path to social progress and personal enhancement works to the advantage of the growing techno-plutocracy that’s insulating itself behind its own technology.

An education⤴

from @ lenabellina

I tell you

I teach you

The facts, the information, the knowledge.

I repeat, review, re-phrase

Recognise the resistance

Re-double my efforts.

I get frustrated.

Why can’t you

Do as I say

Not as I did?

I don’t want you to make the same mistakes

I can’t bear to see you suffer the same pains

I shudder in the imagining of the same risks

History must not repeat.

Unless it must.

Do the best teachers tolerate this?

Loving so hard that they let go

Never saying I told you so

Having faith it won’t be so

And if it is, just being there

And helping mend those pieces.

More than one Microsoft Teams account on same device⤴

from @ Digital Learning & Teaching in Falkirk

Are you using Microsoft Teams with more than one account on the same device? If you are then you may find the following helpful: Using Desktop/Laptop Microsoft Teams app If using a desktop/laptop app for Microsoft Teams, and there is more than one Microsoft Teams account going to be used on the same device, then …

Project Evolve – a framework and progression for educators to help equip children and young people for digital life⤴

from @ Digital Learning & Teaching in Falkirk

ProjectEVOLVE provides a framework and progression with matched activities and resources, to support anyone working with children and young people to equip them for digital life, from early years to age 18. ProjectEVOLVE takes the hundreds of statements from UK Council for Internet Safety’s (UKCIS) framework “Education for a Connected World” and marries together perspectives, …