A comprehensive five-session unplugged activity plan for young children and their families to gain computational thinking literacies.
Five step-by-step lesson plans focusing on connecting youth interest in music to Scratch activities. Activities include creating a DJ mix, writing a song, and developing an animated dance routine.
While families with preschoolers have established times they visit the library, for example for weekly story hour, it is challenging to bring in these families for other programming. This is particularly true for topic areas that may be unfamiliar or unrecognized as connected to valuable preschool and early education literacies. How can we engage preschool learners and their families in quality computational thinking (CT)activities appropriate for that age group?
LittleBits are small circuitry modules that snap together and in order to power lights, make something more, emit a sound, or more!
An annual competition for ages 13-18 and a collection of classroom activities and lessons for educators focused on problem solving in science, technology, engineering, and math.
Libraries Ready to Code grantee Waseca Public Library is setting plans in place to help other libraries in their regional system create customized computer science and computational thinking programs. Matthew White, a librarian at Waseca Public Library, shares his takeaways from Libraries Ready to Code cohort meetings at the ALA Midwinter Conference, and the librarian’s Ready to Code project goals.
Curated by the Connected Learning Alliance, this is a one-shop to find video, reports, podcasts, and more describing how Connected Learning works in libraries.
A comprehensive five-session activity plan that includes the use of technology for young children and their families to gain computational thinking literacies.
This letter explains a school system's computational thinking project to local businesses and asks for specific support from those businesses.
Extra-curricular learning opportunities in science, technology, engineering and math (STEM) are critical for young learners, often influencing future learning pathways. However, it is difficult to retain youth interest and engagement in voluntary programming, especially in middle and high school years when there is more choice and competing uses of time. How can I keep youth engaged?