Teachers in Scotland are seeking to show the abilities of their students by showing them the joys of iPad programming.
A recent study by Mark Logan on the Scottish technology environment highlighted the importance of teaching computer science for the future of the economy of Scotland – but many schools are still making progress.
During the closure time and prior to the summer holidays, all first and second year students in secondary schools in the Scottish Borders council region took part in a six-week programming course.
The curriculum was initially planned for the fall, but the authorities were able to move it forward because the students were all fitted with Apple iPads.
“The coding project was a great opportunity for our young people to learn about coding, and it’s something we want to build on in the future.” Susan Oliver, principal at Jedburgh Grammar, said.
The council aims to encourage both primary and secondary schools, coordinated by two teachers, Matt Hanlon and Steve Bunce, to participate in the free live coding sessions. This will follow Apple’s published Fast Start to Code Guide.
This is accessible via the app Swift Playgrounds, which has proven to be popular in Europe.
Liesbeth Heijman, coordinator of teaching, learning and creativity for OBS de Stapsteen School in the Netherlands, said the students enjoyed the learning that challenged them.
“It made them work together and help each other with different solutions,”It made them work together and help each other with various solutions.
“They talked and had fun with each other. After a while, I learned that students in my coding groups were teaching Swift to other children in their class, and they were talking about it at home. Parents at our school in general were also interested in coding and the use of technology.
They wanted to know what we were doing at school and why. So coding was a fantastic way to introduce new abilities to students, but it also made it possible to interact even more, which was very good.
“In Italy, Alessandro Suizzo is a history and literature teacher at the “Gioacchino Russo” Istituto Tecnico Economico. In 2018, he added Swift Playgrounds to his students.
“I immediately noticed that the classroom environment changed and students started collaborating and solving problems together. As a result, they learned ancient literature more deeply and had much more fun than before while programming the Dante droid on the Inferno map,” he said.
During Fast classes, students with dysgraphic issues felt more integrated and involved and started to concentrate more on specific tasks and retain their attention.
“Incredibly, their dysgraphic and dyslexic problems seemed to virtually disappear when they were busy identifying and debugging a bug, or creating functions and cycles in code.”
There is no question that coding teaching not only teaches the language of technology, but also teaches new ways to think and bring ideas to life.
As key skills for the future workplace, the World Economic Forum lists skills such as critical thinking, interpretation, leadership and social impact. These are central to positions such as solution architect, data label specialist, designer of human-machine interaction, analyst of computer systems, and people and culture director.
But it’s not just about jobs; just as important, no matter what career they choose, are the fundamental skills students need to succeed in the code-driven world.
Paul Graham is Kelso High School’s lead teacher of math, computer science, and computer science. He said students were really involved in their classes by using iPads and talking about coding.
“I’ve personally seen a group of boys whose whole attitude toward learning changed when they were able to complete math assignments at their own pace after videotaping examples and using them for recap as needed,” he said.
We also make a real effort to introduce our students to programming because it’s such a valuable skill to have, and through applications like Swift, the iPads make it more engaging.
I really like how students with dyslexia can use the built-in accessibility resources to help them read text, for instance, or students with visual impairments can simply adjust the settings to make the text more readable, among many other choices.