1. And now what do we do with our schoolchildren?
G. Barbara Demo
Dipartimento di Informatica
Università di Torino, Italy
ISSEP Munster
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2. Scuola2.0 project of the Torino Municipality - from fall 2014
involving 12 primary and middle schools
to provide them with fast web connection
In springtime 2015 we were asked:
decide “what and how” training in service teachers in schools involved
1-3 teachers each school  24 teachers
ISSEP Munster

3. New computer science course's challenge is finding qualified teachers to teach it
on edsource.org
by Pat Maio | August 23, 2016
“Expansion of a new Advanced Placement computer science course …… is being hampered by a nationwide shortage of teachers qualified to teach it. … “
In many countries:
in service teachers have few digital competencies
future teachers have one course with 3 ECTS* or two courses with ECTS
* European Credit Transfer and Accumulation System
ISSEP Munster
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4. Teach WHAt? how? Suggestions from * T4T = Teachers for teachers
English National curriculum for primary school:
The role of programming in computer science is similar to that of practical work in the other sciences: it provides motivation, and a context within which ideas are brought to life.
among our colleagues in the T4T* working group:
Some teacher invented inspiring activities since 90-ties
see Teachers’ ISSEP 2015
* T4T = Teachers for teachers
ISSEP Munster

5. Teach how? Teachers problems: short time
few teachers, if not one only, in a school
Our problems:
our responsibility is finding a balance with the other topics already in k-8 education
respectful of the experience of good teachers and we have many!
we want to respect Humanities
ISSEP Munster

6. Teach how? - responsability
summarized in “More and more often we treat education as if its primary goal should be to teach students to be economically productive rather than to think critically and to become informed and empathetic citizens” Martha Nussbaum, Not for profit: why democracy needs the humanities. Princeton University Press (2010)
ISSEP Munster

7. inspiring the activities suggested by T4T teachers during Scuola2.0 :
Key principles
inspiring the activities suggested by T4T teachers during Scuola2.0 :
activities are learning environments, programming activities as well. This means that the activity contributes to the “overall growth of the child in its ethical, social and intellectual capabilities”*, from the beginning to the end of the activity development,
every action must have a specific educational goal and be integrated with the overall pedagogical and disciplinary contents of the grade it is proposed to,
particularly in the early years, programming must be conceived as one of the ``hundred'' languages children shall use to create and express themselves, as from Loris Malaguzzi of Reggio Emilia schools
* from National Indications for k-8 education
ISSEP Munster

8. Meetings schedule: Ten meetings First five meetings:
Unplugged activities, … the human-robot & Lightbot
Introduction to Scratch with stories
During last five meetings we developed together “long” activities proposed by participants to their students:
Long: important change wrt unconnected exercises usually proposed
ISSEP Munster

9. Teachers appreciated the approach
First activity in a class done while attending the training: is important because fieldwork gives opportunity for discussing with training teacher&mates several problems seldom considered in training though they block what decided to do with schoolchildren
“long activities not only exercises” : long important change wrt unconnected exercises usually proposed
ISSEP Munster

10. From T4T experience:
Working with teachers is inspiring: allows discovering what is important in a methodological and pedagogical perspective
Thus makes us follow directions of analysis of a sw tool to check its possibilities perhaps not so interesting from a digital perspective but facilitating a methodology
ISSEP Munster

11. Thanks for your attention
If you have comments after the conference please write to me:
ISSEP Munster