ElizabethwithaZ

Rich kids whose families have tons of resources, small class sizes, project based learning... Yes, it will likely work. That combination has worked for a really long time now.

I have yet to see one of these "AI will revolutionize learning" pieces that's not just trying to re-invent the progressive education movement in a way that they can make money off it without sacrificing their individualist/consumer oriented mindset.

I also get frustrated that they refuse to recognize that tech is a cultural artifact and that analyzing it through that lens is just valid as looking at it as a maths problem, if not more so under these circumstances. It's intentionality myopic.

A student today: "Are we going to learn how to do that thing where the computer makes code and then you fix it? I think it's...vibe?"

#CSed #AIinEdu

The dog and the baby look like such besties! So cute. 😍

I talked to a couple people working on Edublocks this summer at the Blockly conference. I wanted to dive further in, but I haven't really had time to do so. I didn't know about the console issue, but those I talked to were very keen on getting feedback from educators.

I've been using MakeCode with the youngest because we have so little time with them, and it's easy to get a simple game up, as well as to use Micro:bit. I find Scratch a little unwieldy because there's so much going on.

What is your experience with Python in KS3? Mostly here we use block based with that age group, but I'm doing some HTML/CSS/Javascript with the older ones, and I'm thinking of Python for the later units. I just started with a KS3 group here and they've done really well with the block based.

When I was a kid, they told us "God is not a vending machine." I didn't realize that it could be interpreted as "Be sure to demand table service."

I'm glad I can take my bike on the train here. I wouldn't want to leave it at a station all day. This policy is so strange. How many transit riders are back to their point of origin within two hours?

so what will it look like when the industry implodes and researchers cannot help but conclude that this stuff is junk; but simultaneously, states are still keenly paying for it, subsidizing and underwriting it, and even changing laws and regulations to make space for it?

This is one reason I hate the URL obfuscation in some email systems.

Wear it with pride!!

Yes, part of their philanthropic funding to maximize the positive effects of their products on the children of society. What better group to teach us about smoking that the people who actually make the cigarettes? They're also including free classroom packs so kids can get hands-on experience!

In related news, I'm developing a course on the impacts of smoking. I'm concerned about the health impacts, and I want to teach students how to smoke responsibly, in a way that supports better respiratory health.

Is that 101? 😍

I explained what I said to you. I'm not sure what else to say if you want to believe it meant something else. 🤷‍♀️

As a parent, I liked homework in that it gave me more insight into what my children were doing in school and gave me a an easy way to connect with them on it. As a teacher, I don't find it that useful, but I teach an elective, so my situation is different from maths or ELA.

I see the misunderstanding. I was questioning the purpose of trying to convince someone who disagrees with you about the nature of reality that an approach is ineffective because it involves "indoctrinating denials of reality". It's unconvincing b/c they don't agree with your premise.

You said it didn't make sense. I can explain it, if you want to elaborate on what about it didn't make sense to you.

What didn't you understand about what I said? I will explain it to you.

The only people with funding to promote their "expertise" in professional development programs are big tech shills and grifters.

Congratulations!

Thanks, that's very helpful. Last year, when I was at the HS, we did one day on GoGuardian, in which the kids read the district press release and a news article of their choice, ID'd stakeholders, id'ed any positive/negative impacts, etc. Wish I'd known about this then! This year's a bit different.

We just got GoGuardian, and they're really pushing us to use it. I'm already concerned about many students' attitudes toward privacy ("If you're not doing anything wrong, why would you care?"). Teachers were told that students should have NO expectation of privacy when using their devices at school.

How are you going to set that aside when it underpins everything about how we would educate students on it? If you don't agree on the reality of the situation, of course you're going to think that the other person is teaching students to 'deny' reality as you perceive it.

Having to go to meetings that are about a "new" version of a policy that's just the old version, but with the name changed to say it's about "AI".

We used it a bit for decomposition, but also for abstraction in how you can use what you know for a 3x3x3 to solve a 5x5x5, and how the color cube is the same algorithm as the mirror (spatial cube). But I never assigned to solve it like that.

Ah, that makes more sense! I thought you meant no scaffolding, just "have at it".

They just figure it out on their own? I have different kinds in my room, and the students love to play with them, but they haven't been able to solve them yet. This is middle school, though.