A handout for our (Jo&Anita) seminar held on 31st May, 2013.
Unfortunately, the links towards the end are not working, so you have to type them into your browser. We've made a shorter version of the link to the spreadsheet so that you don't have to type a very long URL.
Any comments, ideas are welcome! :)
In 1999, the College Board’s Advanced Placement (AP) Computer Science exam
was given in C++ for the first time. As in many high schools throughout the
country, the decision to change languages had a direct impact on the computer
science curriculum at Yorktown High School in Arlington, Virginia, where I
teach. Up to this point, Pascal was the language of instruction in both our
first-year and AP courses. In keeping with past practice of giving students two
years of exposure to the same language, we made the decision to switch to C++
in the first-year course for the 1997-98 school year so that we would be in step
with the College Board’s change for the AP course the following year.
Two years later, I was convinced that C++ was a poor choice to use for introducing
students to computer science. While it is certainly a very powerful
programming language, it is also an extremely difficult language to learn and
teach. I found myself constantly fighting with C++’s difficult syntax and multiple
ways of doing things, and I was losing many students unnecessarily as a result. Convinced there had to be a better language choice for our first-year
class, I went looking for an alternative to C++.
I needed a language that would run on the machines in our Linux lab as well as
on theWindows and Macintosh platforms most students have at home. I wanted
it to be free and available electronically, so that students could use it at home
regardless of their income. I wanted a language that was used by professional
programmers, and one that had an active developer community around it. It
had to support both procedural and object-oriented programming. And most
importantly, it had to be easy to learn and teach. When I investigated the
choices with these goals in mind, Python stood out as the best candidate for
the job.
I asked one of Yorktown’s talented students, Matt Ahrens, to give Python a
try. In two months he not only learned the language but wrote an application
called pyTicket that enabled our staff to report technology problems via the
Web. I knew that Matt could not have finished an application of that scale
in so short a time in C++, and this accomplishment, combined with Matt’s
positive assessment of Python, suggested that Python was the solution I was
looking for.
A handout for our (Jo&Anita) seminar held on 31st May, 2013.
Unfortunately, the links towards the end are not working, so you have to type them into your browser. We've made a shorter version of the link to the spreadsheet so that you don't have to type a very long URL.
Any comments, ideas are welcome! :)
In 1999, the College Board’s Advanced Placement (AP) Computer Science exam
was given in C++ for the first time. As in many high schools throughout the
country, the decision to change languages had a direct impact on the computer
science curriculum at Yorktown High School in Arlington, Virginia, where I
teach. Up to this point, Pascal was the language of instruction in both our
first-year and AP courses. In keeping with past practice of giving students two
years of exposure to the same language, we made the decision to switch to C++
in the first-year course for the 1997-98 school year so that we would be in step
with the College Board’s change for the AP course the following year.
Two years later, I was convinced that C++ was a poor choice to use for introducing
students to computer science. While it is certainly a very powerful
programming language, it is also an extremely difficult language to learn and
teach. I found myself constantly fighting with C++’s difficult syntax and multiple
ways of doing things, and I was losing many students unnecessarily as a result. Convinced there had to be a better language choice for our first-year
class, I went looking for an alternative to C++.
I needed a language that would run on the machines in our Linux lab as well as
on theWindows and Macintosh platforms most students have at home. I wanted
it to be free and available electronically, so that students could use it at home
regardless of their income. I wanted a language that was used by professional
programmers, and one that had an active developer community around it. It
had to support both procedural and object-oriented programming. And most
importantly, it had to be easy to learn and teach. When I investigated the
choices with these goals in mind, Python stood out as the best candidate for
the job.
I asked one of Yorktown’s talented students, Matt Ahrens, to give Python a
try. In two months he not only learned the language but wrote an application
called pyTicket that enabled our staff to report technology problems via the
Web. I knew that Matt could not have finished an application of that scale
in so short a time in C++, and this accomplishment, combined with Matt’s
positive assessment of Python, suggested that Python was the solution I was
looking for.
These slides were the basis of the Leornian Spotlight presentation held online on the 20th of September, 2012. The recording of the presentation is here http://connect.plane.edu.au/p1f1kqrf4fu/
This is a presentation I did as part of a TeachMeet@PLANE on the 25th of July, 2012. I talk about why I find it essential in having a Personal Learning Network (PLN) for the work that I do. Make sure you look at the presenters notes, in order to make some sense of it all.
This is a whistlestop tour of the GBL Game journey in PLANE.
The black boxes are YouTube videos that are not available. Links for each are below:
James Gee - http://goo.gl/6LRpW
Jane McGonical - http://goo.gl/c3fUe
Minecraft - http://goo.gl/y7dqh
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Overview on Edible Vaccine: Pros & Cons with Mechanism
31 Interestin ways to use mobiles in class
1. 31 Interesting Ways* to use Mobile Phones in the Classroom *and tips This work is licensed under a Creative Commons Attribution Noncommercial Share Alike 3.0 License. Generic mobile and hand by moleitau
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9. xxx #7 - Photo rally! Use the camera to record evidence of items 'found' on a scavenger hunt. Try letting the teams come up with the list and then swap lists. Set the timers on the phone to 30mins - first team to find and record evidence wins. Points for creativity! Previous 'items' suggested by my classes: 'friendship' 'love' 'maths in action'. By @emmarocket Photo credit: http://abcphoneticblog.com/2011/04/12/non-book-ways-to-get-your-child-reading-part-2/
10. #8 - Seek 'n Spell GPS Brilliant download for Smart Phones. Simply load app, wait for GPS to find your location and then gather the virtual letters to create words. You can play with other players and race to locate the letters. @peter_obrien1 http://www.seeknspell.com/
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13. #11 - Captain's log! Set a class task of recording a personal log for a week. Students can use voice or video. Logs can be edited prior to sharing - add images or text using movie software. Give a frame work or theme as start point. Letters, numbers, colours or simply 'Today I...' By @thosethatcan Photo credit: http://www.appcraver.com/wp-content/uploads/2009/06/apple-voice-memos-voice-recorder-iphone.jpg