Computing at home – how parents can help

We had a parent’s evening last week at our school. Lots of parents showed a real active interest in computing. A number of people asked me how they could help support learning at home, and which apps or websites to use. Here is a quick summary of the tools I use with the children in school. Where possible I like to use apps which are free, however there are some where there is a small charge.

Key Stage One:

We have a set of Bee-bots in Foundation Stage, so by the time the children get to year one they are familiar with these great little robots. There is an app which mirrors the physical robots and is a good introduction into how computers need algorithms (instructions) to function.
IOS Bee-bot app (free)

This is an extension to Bee-bot and lets you see the algorithm as a whole. We will shortly have a set of Blue-bots in school. They do the same as Bee-bots, but can be controlled from an iPad via Bluetooth.
IOS Blue-bot app (free)
Android Blue-bot app (free)

Another free app, which build on the skills learned in Bee-bot. A.L.E.X. is also based on controlling a robot, but with this app you can also build and design your own levels.
A.L.E.X IOS app (free)
A.L.E.X. Android app (free)

Scratch Jr
ScratchJr is a fantastic entry point for children to explore more open ended programming. It introduces characters, background, more movements, repeat loops and basic if/then routines and offers children the opportunity to experiment and play. There are lots of great ideas for projects on the ScratchJr website.
Scratch Jr IOS app (free)
Scratch Jr Android app (free)

Key Stage Two:

The logical next step from ScratchJr, Scratch is a brilliant platform for children to broaden their skills, and to become part of a wider community, sharing their own ideas and borrowing from others. It is a block based platform which all children in Key Stage two will use at Lowerplace. Please see this post for instructions on how to register a Scratch account and why it is a great project to be involved in.

Scratch is web based and needs to be run on a PC or Mac with flash player installed.

Available online, an IOS app or on Android, this is a great too for developing logical thinking and introducing processes into programming. Lightbot also shows that there can be more than one solution to a problem and that some are more efficient than others. There is a free version with a limited number of levels and then paid versions for more levels and challenges.

Lightbot is part of Microsoft’s Hour of Code project, have a look at their website for lots of other great games and activities.
Lightbot free (IOS)
Lightbot full version (IOS) £2.99
Lightbot free (Android)
Lightbot full version (Android) – £2.33

Another app to develop logic and reasoning, but more challenging than Lightbot. The aim is to move pallets around using a crane which you program with loops and repeats. Make sure you start with the easiest levels!
Cargobot IOS (free)
Cargobot Android (free)
Erase All Kittens
This is great fun. There is a free demo version, or for £4 you can buy the full version. Erase All Kittens is a good way of progressing from block based tools such as Scratch to coding using characters, in this case with HTML. It’s a great activity to do with your child, you’ll be surprised what you can learn too.

Swift Playgrounds
This is a new app which has been developed by Apple for iPads. It is based on the Swift programming language which is used to develop many populart iPad apps. It’s not one I have much experience of yet, but I will be introducing it to children in Key Stage two next term.

Physical Computing

In addition to all these great apps and online tools, you can also experience physical computing at home for a reasonably modest outlay.

Starting from about £10, codebugs are great little devices which you can program from a computer using a Scratch like interface. It has a set of LED lights which you can control from your computer as well as input and output ports for connecting peripheral devices.

BBC Microbit
Again starting from about £10 the Microbit is similar to the Codebug, but with more resources online.

Raspberry Pi
The Raspberry Pi is a fully functioning computer which fits in the palm of your hand. you can buy one with a Linux operating system for about £45. Once you have connected a monitor, keyboard and mouse you can do pretty much anything you can do on a £1000+ PC or laptop. There are masses of online resources and accessories which you can add to Raspberry Pis such as cameras, sensors and motors – the possibilities are endless.

Crumble Kit
The Crumble is another cheap microcomputer which can perform a variety of functions. The kit comes with the main motherboard, an LED light, a power supply, a servo motor and an ultrasonic sensor. It also has all the wires and connectors you need for basic projects. Once you get familiar with it, you can combine elements, so you could make the light illuminate when the ultrasonic sensor is triggered. This is also programmed through a simple Scratch type interface.

Computing at home – how parents can help

BETT 2017 – Where’s the Pedagogy?


My second visit to BETT and for the first time I visited the show for two days as I was fortunate enough to be released from teaching on Friday. A little bit of prior experience and a more intimate knowledge of the DLR made the journey down much more straightforward this year. It also helped that I didn’t lose my travelcard on the tube this time…

Having been before, I was a bit more focused in my aims this year – I wanted to see more of the speakers and more carefully target the stands. I guess less product, more pedagogy summed up my approach.

As soon as I got there two themes emerged very clearly – physical computing, mostly in the form of robotics and virtual reality, mostly in the form of Google. The sheer number and variety of robotics was mind boggling, the vast majority of it beyond the budget of a financially stretched (or not) primary school. I also thought there was a lot of product, but the links to learning were much less clear and in many cases non-existent. As is so often the case, you had to search carefully to find the pedagogy, and some of it came in a great little session –  ‘We are the droids’ in which Mic Hughes, Bill Harvey, Neil Ruckus and Lucy Rogers shared their experiences of robotics in the classroom. This included the crumble bot, a low cost (£25ish) entry level robot which children can build and program themselves. When questioned on the key to success, the answer was watertight planning. It doesn’t matter what the tool is, you have to know what you’re doing and what the learning is. This shift towards physical computing is also blurring the lines between computing and DT which is both a challenge and opportunity for all schools.

I must, at this point give huge credit to the Raspberry Pi Foundation, I don’t think it’s an exaggeration to say that no other organisation is doing more to promote computer science in education than they are. Not only were there a great variety of Pi themed stands and activities (real ones, with ideas you could try and touch), but they also launched the rather wonderful Hello World magazine, aimed specifically at educators. I have no idea have they can create such a quality publication and distribute it for free, but I’m very grateful they have.

The same themes were evident with VR – where’s the learning? I actually though Google might have made more of it on their stand, maybe they’re mindful its early days too. The number of VR suppliers out there surprised me. With Google offering a pretty strong option free of charge, I can’t see much space in the market. It’ll be interesting to see how many of them are around in three or four years time.

Other speakers I saw were Rajen Sheth, Senior Director of Product Management for Google for Education, who mercifully limited the hard sell and spent more time discussing Google’s principals for reimagining education. These hold true whether or not you are under the spell of the mighty G, and a couple of his phrases stuck with me. He discussed how learning should be personalised and measured, and that we should ‘ teach to the edges of the classroom’ meaning learning should be inclusive for everyone. He also highlighted that we should be equipping students with the skills to become life long learners. I’m writing this blog on a tool which didn’t exist before 2010, publishing it on a platform which was launched in 2003 which runs on the World Wide Web, which contrary to most children’s beliefs once didn’t exist. Enough said?

Another great session was Ashton Sixth Form College’s Digital Literacy Initiative by Brian Cooper and Dan Atkinson. You maybe wondering why I was at this one, being a primary practitioner, so time to declare a interest, it was recommended to me by my good mate Anton McGrath, who happens to be the Principal. I’m really glad for the tip off. The initiative is all about empowering teachers to use technology effectively by offering incentives and encouraging them to play to their strengths. We’ve all seen expensive, top down initiatives thrust on to over worked, under pressure teachers which are poorly implemented and supported and which probably get canned when the next big thing comes along. Ashton’s approach is the opposite, they encourage teacher led development, reward ideas (through an innovation of the month award,) support change through small, managed‪ and sustainable steps. It’s an approach that would work in any institution and is definitely something I will be pitching to our SLT.

Another theme which I noticed was the gradual move from up front to annual licensing costs. Three of the main apps I looked at – Explain Everything, Minecraft and Erase All Kittens, are all moving to annual licensing. Whether these are on a named or concurrent basis isn’t clear, neither is how they will enforce their licensing. In isolation the costs are not too prohibitive, but when combined they start to add up. If we were to licence all three it would come to around £10 per pupil. I can see why vendors we doing this, in a market where there are so many new tools emerging it makes sense to tie schools in to a longer term relationship. However, the reality is we’ll have to look at restricting some tools to narrower year groups, which is a shame when previously we could budget more easily with an up front cost.

I’ll leave the last word to a lad I sat next to on the DLR on my way out of the Excel. He was 17 or 18 years old and was discussing his career ambitions with his mum. First of all it was great to see a lad of that age actually communicating with his parent and there wasn’t a phone in sight. He recounted a meeting he had with his school careers advisor. He recounted how he told him that his goal was to become an investment banker, to which his advisor replied “I think you should focus on something more realistic.” At that point he described to his mum how he got up, turned around and left the room.

Maybe I learned more from that incidental exchange than I could at any conference. Keep the fire burning, son. We all should.

BETT 2017 – Where’s the Pedagogy?