Tag Archives: Hello World

Hello World #28 out now: Teaching programming

Post Syndicated from Meg Wang original https://www.raspberrypi.org/blog/hello-world-28-out-now-teaching-programming/

Take a minute to think about the technology you use every day. How many programming hours went into the way you are reading this blog post? What discussions and solutions built the browser you’re using? We take for granted all the clever, creative programming that goes into the technology we use in our daily lives. But how do we best teach programming to support the next generation of innovators?

Graphic showing the front cover of Hello World Issue 28.

The brand-new issue of Hello World — and our new podcast mini series — aims to answer that question. This issue is packed with insightful research, practical advice, and thoughtful ways to best teach programming in your classroom.

Teaching programming: What works best for learners in school?

In their articles for issue 28, educators explore a range of topics related to teaching programming, such as:

  • How to help students transition from block- to text-based programming
  • Stepping into the role of computer science educator with little to no prior programming experience
  • Insights from an introductory programming course which encourages working with, and not against, generative AI tools
Photo of a person programming on Scratch on a laptop.

Our feature articles also include:

  • Tried and tested unplugged activities
  • A step-by-step guide to grant writing for your classroom
  • Tips and activities to introduce the PRIMM approach for young digital explorers

Simon Peyton Jones, British computer scientist and Member of the Raspberry Pi Foundation, says in his article ‘Programming the Future’: 

“Designing and writing software is one of the most demanding, intellectually stretching tasks that humans undertake. If we build a building, we are limited by the strength of steel — we can only make the tower so high before it will fall under its own weight. But software knows no such limits. The only limit is our own ability (or inability) to manage the complexity of the systems we build. That is humbling — but also exciting.”

Download Hello World issue 28 for free

Programming is exciting, and we hope Hello World issue 28 inspires you to continue doing the important work of educating the next generation of programmers and innovators. This issue will provide you with plenty of ideas to take away and build upon.

Also in issue 28:

  • Inclusive programming pedagogies
  • Future careers
  • Spatial computing

And much, much more.

Let us know which articles you found most thought-provoking, and which will be most helpful for your teaching, by sending us a message or tagging us on social media.

Thank you to Oracle for sponsoring this issue of Hello World.

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Hello World podcast: What does AI education look like around the world?

Post Syndicated from Liz Eaton original https://www.raspberrypi.org/blog/hello-world-podcast-what-does-ai-education-look-like-around-the-world/

In a rapidly evolving digital landscape, AI literacy is becoming as fundamental as traditional reading and writing. The latest episode of the Hello World podcast explores this crucial topic, bringing together experts from Kenya, Lithuania, and Malaysia to discuss the current state of AI literacy in their countries. Together, they shed light on the challenges and immense potential of AI education globally.

HW Podcast Thumbnail: AI education: Global perspectives

This episode features a conversation led by Ben Garside (Raspberry Pi Foundation), with contributions from Leonida Soi (Raspberry Pi Foundation, Kenya), Aimy Lee (Penang Science Cluster, Malaysia), and Monika Katkutė-Gelžinė (Vedliai, Lithuania). All are key collaborators in the Raspberry Pi Foundation’s AI literacy programme, Experience AI.

The digital literacy gap

One of the most striking takeaways from the conversation is the universal excitement surrounding AI, coupled with a significant need for foundational digital literacy. As Leonida explains:

“There’s an excitement about AI literacy, both from the learners and the teachers… However, one thing to look into is, we still have low digital literacy. As much as we are bringing in AI, if it is not bundled up together with digital literacy, then there is also misuse.” 

 Leonida Soi, Learning Manager, Raspberry Pi Foundation

This highlights a crucial point: simply introducing AI tools isn’t enough. A solid understanding of digital fundamentals is essential for responsible and effective use of AI.

Different contexts, shared challenges

The discussion also reveals the varying approaches to AI education in different countries. Monika shares her experience in Lithuania:

“We’ve been teaching AI for the last 5 years… I see a lot of opportunity in it, but a lot of challenges not to overburden teachers with the noise and changes.”

Her insight highlights the ongoing need for teacher training and sustainable pedagogical strategies, particularly in a field that evolves so quickly.

AI literacy beyond computer science

A key theme throughout the podcast is the importance of integrating AI literacy beyond traditional computer science classrooms. As Leonida emphasises:

“It’s time that AI literacy is looked at from a broader view, not just in computing… something that cuts across all the learning areas.”

This sentiment is echoed by Monika, who suggests:

“I feel like the entire education system needs to go through an AI filter and come out of it with a bit more efficiency, with a bit more understanding, so it lives in a 21st-century AI world. And I see AI as a form of, you know, building and also as a co-worker for everyone in the future.”

Monica Katkute-Gelzine, Vedliai, Experience AI global partner, Lithuania.

The vision of AI as a “co-worker” for all, empowering young people rather than replacing them, offers a powerful perspective for future education.

Addressing the digital divide

Equity is another critical issue, particularly in rural areas. Aimy highlights the ongoing challenge of access:

“The digital divide is in the access to devices, as well as access to high-speed internet connections… but the other thing is also in terms of trained teachers as well.”

Leonida adds that in Kenya there’s a need for unplugged activities to give students an idea of what the world is doing, so that we can start to bridge that gap.

These insights highlight the need for equitable access and innovative teaching methods to ensure no one is left behind.

Encouragement for educators: start small, support each other

For teachers who might feel overwhelmed by the prospect of teaching AI, the advice is clear and encouraging. Aimy suggests:

“Start small, cover one topic at a time, one concept at a time. Don’t feel the need to cover everything all at the same time.”

Aimy Lee, Penang Science Cluster, Experience AI global partner, Malaysia.

Leonida advocates for the power of community, suggesting a “community of practice where [teachers] can share amongst each other and where they can encourage others.”

Building a network of support and shared resources is key as educators take their first steps into teaching AI.

Listen now

This episode of the Hello World podcast is a powerful reminder that AI literacy is not just a skill, but a mindset that needs to be nurtured across all subjects and communities. It also underscores that the commitment to prepare the next generation for an AI-powered world is global.

Listen to the full episode of the Hello World podcast to learn more about the global state of AI literacy and gain practical insights for your classroom.

Learn more about Experience AI

The Experience AI programme is a collaboration between the Raspberry Pi Foundation and Google DeepMind to help young people and educators understand and engage with artificial intelligence. Through free, classroom-ready resources, professional development for teachers, and global partnerships, the programme aims to make AI literacy accessible to all, regardless of geography or background. By supporting educators and inspiring students, Experience AI is helping to prepare the next generation to thrive in a world increasingly shaped by artificial intelligence.

Find out more about Experience AI and how it can support you to bring AI literacy skills to your learners.

The post Hello World podcast: What does AI education look like around the world? appeared first on Raspberry Pi Foundation.

Essential tips to integrate computer science into your lessons: Teacher tips from CSTA 2025

Post Syndicated from Sean Sayers original https://www.raspberrypi.org/blog/teacher-tips-csta-2025-integrating-computer-science/

In our latest podcast miniseries, we spoke to educators live from the CS11TA 2025 annual conference in Cleveland, Ohio, to hear their top tips for integrating computer science (CS) into other subjects.

Behind the scenes of Meg Wang, editor of the Hello World magazine presenting the latest episodes of the Hello World podcast, from CSTA 2025.

Hello World editor, Meg Wang and the team met teachers in the exhibit hall for real-time reflections and essential teacher tips on teaching cross-curricular CS. They spoke to some amazing educators from across the United States and had a great time interacting with everyone in attendance.

“Meeting teachers and hearing first-hand about their experiences, challenges, and triumphs was invaluable. It was amazing to meet Hello World writers in person, and to also meet future writers. Like I said at the conference, Hello World is for educators, by educators, so that means you! Everyone has valuable experience or useful advice to share, and we’re here to help you amplify that.” – Meg Wang, editor of the Hello World magazine

Who features in the episode, and what are their tips?

Lisa Wenzel, CS teacher from Maryland, USA

Lisa Wenzel, CS teacher in Maryland, USA, smiling and holding a physical copy of Hello World, issue 27.

Lisa’s top tip for integrating computer science into your lessons is to start with topics that you’re passionate about. If you’re not a CS teacher yourself, Lisa suggests finding a colleague who teaches the subject. She advises having a chat with them to explore how you can include CS concepts into subjects you’re particularly interested in.

“I guarantee you that they’re going to have something […] to teach [another subject], and it’s going to involve computer science.” 

Through peer discussions and collaboration between educators, you’ll discover engaging ways that you can incorporate CS into your teaching. Give it a try the next time you’re chatting to a CS teacher.

Tiffany N. Jones, CS and Cybersecurity teacher in Georgia, USA

Tiffany N. Jones CS & Cybersecurity teacher in Georgia, USA smiling showcasing her article in Hello World Issue 27.

Tiffany N. Jones, author of ‘Belonging in Tech’ (featured on page 82 of Hello World Issue 27), shares her top tip to seamlessly integrate computer science into other subjects. 

Using the example of a class studying ocean health and pollution, Tiffany shares how you can introduce students to real-world applications of computer science by exploring how sensors and microcontrollers can be used to collect environmental data. 

She then suggests exploring how databases and programming languages can be used to analyse and visualise the data that the sensors and microcontrollers have recorded. This not only deepens your learner’s scientific understanding but also demonstrates how computing concepts are used in real-world industry practices.

Rick Ballew, CS and Engineering teacher in Minnesota, USA

Rick Ballew CS & Engineering teacher in Minnesota, USA smiling holding a physical copy of Hello World issue 27

Rick’s top tip for integrating CS is to first think about your favourite lesson and consider ways that you can introduce computational thinking.

In the podcast, Rick says:

“chances are, computational thinking is already a part of that lesson you’re doing. Call it out to the students, and that’s going to help them to start understanding how computer science is baked into everything we do.” 

Rick also offers a great example from his experience as a band teacher. He shares how learning to read a new piece of music is very similar to the steps involved in computational thinking. s

“[You’ve] got to break it down. There’s abstraction. You’ve got to figure out the sequencing, and you create the way that you’re going to learn it. And that is all part of computational thinking.” 

This approach shows students that CS isn’t just coding; it’s a way of thinking that can be applied across disciplines.

Listen now

To hear more practical teacher tips and discover what else our guest teachers had to say, listen to or watch the full episode here

We hope this episode inspires you and helps you to engage your students in computing. We’d love to hear your thoughts, your feedback, and any of your own tips on how to integrate CS into other subjects. Share your advice in the comments section below.

We hope you enjoy the episode!

More to listen to next week

Next week, we’ll be sharing an interesting conversation between Ben Garside, Senior Learning Manager (AI Literacy) at the Raspberry Pi Foundation, Leonida Soi, Learning Manager (Kenya) at the Raspberry Pi Foundation, and two of our global Experience AI partners, Monika Katkutė-Gelžinė from Vedliai in Lithuania, and Aimy Lee from Penang Science Cluster in Malaysia.

Selfie with the Hello World Podcast team

They’ll be exploring what AI education looks like around the world and what teachers need to feel confident teaching it.

You can watch or listen to each episode of our podcast on YouTube, or listen via your preferred audio streaming service, whether that’s Apple Podcasts, Spotify, or Amazon Music

Subscribe to Hello World today to ensure you never miss a podcast episode or issue of the magazine.

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New Hello World podcast series: Bringing computer science into every classroom

Post Syndicated from Sean Sayers original https://www.raspberrypi.org/blog/new-hello-world-podcast-series-bringing-computer-science-into-every-classroom/

The Hello World podcast is back, accompanying the latest issue of Hello World magazine. This new three-part miniseries explores some of the topics from issue 27 of Hello World, which focuses on integrating computing education across the curriculum.

Whether you’re a seasoned educator or just starting your journey with computing education, this podcast audio and video series is full of insights, inspiration, and practical tips from educators and experts around the world.

If you’re already subscribed, the new episodes will appear automatically in your favourite podcast app every Tuesday.

Episode 1: Why kids still need to learn to code in the age of AI

Out now

In our first episode, Raspberry Pi Foundation CEO Philip Colligan, CBE, sits down with teacher Janine Kirk to discuss why, in the age of AI, it’s more important than ever for young people to learn to code. Their conversation draws on ideas from our downloadable position paper, which is also featured in issue 27 of Hello World magazine.

Episode 2: Voices & tips from CSTA conference

Released Tuesday 15 July

Photo of Hello World editor, Meg Wang, and contributing editor Dominick Sanders at CSTA 2025.

Next week, we’ll bring you the buzz from the Computer Science Teachers Association’s annual conference in Cleveland, USA. We’re speaking with educators at the conference to hear how they’re integrating computer science across subjects, and you’ll hear their top classroom tips for teaching CS in context.

Episode 3: Global perspectives on AI education

Released Tuesday 22 July

Episode 3 of the Hello World Podcast set

The miniseries wraps up with an in-depth discussion about AI education around the world. Hosted by Ben Garside, Senior Learning Manager for Experience AI, the conversation features Leonida Soi, Learning Manager in Kenya; Monika Katkute-Gelzine, CEO of Vedliai in Lithuania; and Aimy Lee, COO of Penang Science Cluster in Malaysia. Monika and Aimy work with us in our global Experience AI partner programme.

Listen, read, learn, subscribe, and share

Each of these three podcast episode builds on the themes in the latest Hello World issue, where you’ll find inspiration and practical tips from educators who are integrating CS across a variety of subjects and for all school ages.

Subscribe to the Hello World podcast wherever you get your podcasts to never miss an episode, and to help us reach more teachers. If you’re subscribe to Hello World magazine (it’s free), we’ll also let you know when new podcast episodes are available.

And, don’t forget to share this new podcast series with your fellow educators.

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Hello World 27 out now: Integrated computer science

Post Syndicated from Meg Wang original https://www.raspberrypi.org/blog/hello-world-27-out-now-integrated-computer-science/

While in some countries, such as England, computing is taught as a standalone subject, in others, like the USA, computing concepts are integrated across the school curriculum. In our brand-new issue of Hello World, out today for free, educators share ways to integrate computer science into your classroom.

Hello World Issue 27 front cover

Integrating CS to broaden participation

The argument for making computing and computer science (CS) standalone has often been about quality. We’ve heard educators say that teaching CS as part of other subjects can be hard, especially if you don’t have a CS background. On the other hand, integrating computer science into other subjects can offer a more accessible entry point for young people, broadening participation in CS education. And the critical thinking and problem-solving skills young people gain through computer science can enhance their learning of any subject. 

As digital technology increasingly shapes our world, it may be that thoughtful cross-curricular CS education is the most effective way to empower all young people to become confident and critical technology users.

Issue 27 of Hello World features a range of practical articles with ideas for integrating CS over a variety of subjects at the primary, elementary, and high-school levels.

For example:

  • James Abela shares how to teach coding across the curriculum using OctoStudio and the concepts of sequence, selection, and repetition
  • Jesualdo Martínez Molina presents hands-on examples of weaving together cross-curricular and modern foreign languages in the primary classroom
  • Jane Waite introduces the Autonomy framework, which explores whether we can effectively teach two things at once

Also in this issue:

  • Laurie Gale introduces PRIMMDebug, a new way to teach debugging
  • Teresa Harris Boag defines strategies for a whole-school approach to artificial intelligence (AI) to engage parents and school staff in developing an effective AI strategy
  • Tiffany Jones shares how she ensures that students can see themselves in tech

And much, much more.

Jake Baskin, Executive Director of the Computer Science Teachers Association, says in this issue of Hello World: “If you’re a teacher who is implementing CS principles in your classroom, you are a computer science teacher.”

Whether CS is your specialist subject or not, Hello World is full of ideas from your fellow educators on how to inspire your students. 

New podcast series

The Hello World podcast is also back, with a miniseries in audio and video focused on integrated CS. If you’re subscribed already, the three new episodes will show up in your favourite podcast app on Tuesdays.

Hello World Editor: Meg Wang, presenting an episode of the Hello World Podcast

Share your thoughts & subscribe to Hello World

We hope you enjoy this issue of Hello World. Please get in touch with your article ideas or what you would like to see in the magazine.

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Beyond phone bans: Empowering students to critically navigate and reimagine technology

Post Syndicated from Laura Kirsop original https://www.raspberrypi.org/blog/beyond-phone-bans-empowering-students-to-critically-navigate-and-reimagine-technology/

Amidst heated discussion of smartphones and their impacts on young people’s lives, it’s become a frequent recommendation to ban phones in schools. Below I summarise the research evidence on smartphone bans (it’s mixed) and share tips for computing educators on how to constructively address the topic with their learners and empower them to think critically about technology design.

Photo of a young person showing their mobile phone to a peer.

A turning tide

2024 was the year the tide turned against smartphones. Across the world, parents, teachers, and governments highlighted the risks of excessive phone use among young people. In the UK, the ‘Smartphone Free Childhood’ movement emerged, quickly growing to 100,000 members who advocate for keeping smartphones away from children due to concerns about addiction, harmful content, and mental health. Jonathan Haidt’s global bestseller The Anxious Generation has further fuelled the movement, linking smartphone use to adolescent mental health issues and recommending phonefree schools. Meanwhile, countries including England, France, and Finland have urged schools to adopt strict phone bans, hoping to reduce classroom distractions and enhance student safety.

Photo of a young person in a classroom showing their phone screen to their friends.

Despite widespread support, academic research on phone bans remains limited and inconclusive. Given this situation, computing educators are uniquely positioned to offer an alternative approach.

Evaluating evidence on phone bans 

The rapid spread of school smartphone bans is a straightforward response to complex issues around personal technology use in education. Teachers and parents frequently view phones as inherently disruptive, a perspective supported by studies that show phones can impair students’ focus and engagement in lessons. Concerns about cyberbullying and addiction contribute to this view, with many educators seeing bans as a practical solution to mitigate risks. Surveys in England reveal that nearly half of all secondary schools now enforce all-day bans. This trend was supported by teachers participating in my master’s degree research, who see these policies as necessary to reduce distractions and maintain control in the classroom. 

“Calls for outright bans may oversimplify the conversation.”

Yet calls for outright bans may oversimplify the conversation, limiting opportunities to examine both the benefits and the risks of smartphone use in schools. Evidence on the impact of phone restrictions is mixed: while some studies suggest restrictions may benefit learning, especially for students who struggle the most, others indicate no significant impact on academic outcomes. Additionally, recent findings show that cyberbullying is not directly linked to time spent online, with traditional bullying still more prevalent in schools. Even the narrative around smartphone addiction is contested, with some researchers suggesting that concerns about addiction may be overstated. And some places schools do not have access to digital devices for learners and then smartphones may play a crucial role in teaching and learning digital literacy skills.

Photo of four young people sitting at their desks, on their mobile phones.

As the debate over smartphone bans continues, educators have an opportunity to move beyond restrictions and engage students in understanding the technology that shapes their lives. This is where computing educators can really make a difference. How can they guide students to understand why technology is designed to capture attention and what lies behind these design choices?

Understanding and questioning the design of technology 

School smartphone bans can feel like a hopeless act that suggests phones and social media are inherently incompatible with learning and student well-being. This approach assumes the only solution is to remove them, rather than considering how these technologies might be better managed or reimagined to support young people. What if, instead of banning phones, educators worked with students to explore why they are so captivating and how they could be designed differently? Computing educators can lead this exploration. With digital literacy as part of their curriculum, computing teachers can help students question the motives behind their devices, fostering a critical understanding of the forces shaping their digital world.

“With digital literacy as part of their curriculum, computing teachers can help students question the motives behind their devices, fostering a critical understanding of the forces shaping their digital world.”

At the heart of how social media platforms are designed is their business models. Tech companies rely on features such as notifications, autoplay, and infinite scrolling to maximise user engagement and revenue. This is part of what the writer Shoshana Zuboff calls “surveillance capitalism”, where companies gather vast amounts of behavioural data by keeping users engaged on their platforms for as long as possible.

In the classroom, educators can open discussions with students on the motives behind technology design, exploring questions such as why platforms want users to stay engaged, and what data they are collecting. Activities might include analysing popular apps to identify which features encourage prolonged use, or debating how social media could be designed to prioritise user wellbeing. By critically examining these design choices, students can better understand the forces driving their digital interactions and consider ways in which technology could be reimagined to serve them, rather than just profiting from them. 

Collaborative policymaking 

Once young people understand why phones and social media are designed the way they are, educators can work with students to create phone policies that reflect shared values and goals. This collaborative approach encourages students to take ownership of their technology use, and computing teachers, drawing on their knowledge of technology design and digital literacy, are ideally positioned to facilitate these discussions.

Photo of three school pupils together looking at a mobile phone.

Research suggests that policies developed with student input are more effective, as they foster responsibility and engagement. By involving students in policymaking, educators can encourage them to consider how phones could support rather than hinder learning. For example, students might agree that phones should stay off during certain times, or in certain spaces, but that they might be useful in other scenarios where access benefits learning. This kind of flexibility ensures that phones are used thoughtfully, allowing for both practical boundaries and opportunities for educational use.

Critical skills for navigating the digital world

As debate around smartphone use in schools continues, academic research remains inconclusive on the effectiveness of phone bans. This uncertainty presents computing educators with an opportunity to move beyond restrictive policies and foster deeper understanding. By guiding students to explore why phones and social media are designed to capture attention, we can help to equip them with the critical skills needed to navigate their digital world thoughtfully. Involving students in crafting flexible, meaningful phone policies reinforces this understanding, giving them a sense of agency in shaping technology’s role in their lives.

Close up photo of a desk with school books, various coloured pens and a mobile phone in shot.

Computing educators are uniquely positioned to empower students, not just as users, but as active challengers of technology design norms. Embracing a collaborative approach allows computing educators to inspire students to envision a future where technology genuinely serves their growth and their learning, rather than commercial interests.

More on digital literacy for young people

A version of this article appears in the newest issue of Hello World magazine, which is all about teaching digital literacy. Explore issue 26 and download your free PDF copy today.

You can also listen to our recent Hello World podcast episode discussing the myth of the ‘digital native’ and whether today’s young people are tech-savvy or tech-dependent.

The post Beyond phone bans: Empowering students to critically navigate and reimagine technology appeared first on Raspberry Pi Foundation.

Teaching digital literacy without devices

Post Syndicated from Ben Hall original https://www.raspberrypi.org/blog/teaching-digital-literacy-without-devices/

Lack of access to devices presents teachers with challenges in any setting. In schools, money is often limited and digital technology may not be the priority when buildings need maintenance or libraries need replenishing. This issue is particularly important when the very subject you teach relies on and relates to devices that you may have limited or no access to.

An educator helps students with a coding task in a classroom.

It must be frustrating for teachers in this situation to see marketing campaigns from companies showing how their curriculum offering will use the very latest in robotics, AI, or media production, when the teachers’ reality is that they don’t have anything like the means or resources to deliver this. 

Fortunately there are approaches that can help. Below I outline some of the ways we are working with teachers to make the teaching of computing and digital literacy less resource-heavy and more accessible and equitable. 

Schools in Kenya: A case study 

Our work with Kenyan teachers has brought the access issue into sharp focus for us. We are currently developing free resources to deliver the Kenyan curriculum to schools in Mombasa and the Frontier Counties. There are big contrasts both between and within these two areas of the country. Some schools are well equipped with digital technology, while others have very little access to any computing devices; in these schools, smartphones play a crucial role.

Students code in Scratch on a computer.

With that in mind, the curriculum resources we develop suggest class activities that make the most of limited devices, such as the use of projected demonstrations. We also provide a step-by-step guide to computing tasks, with screenshots, to guide learners through the tasks conceptually. This ensures learners understand the process and can apply their new knowledge once they gain access to the necessary devices. 

We make these resources available online and in downloadable documents. This means the resources can be taken offline and taught in places without stable internet connection. We are also careful to limit file sizes, to make downloads more accessible. Wherever possible, our resources are device-agnostic, so that they can be accessed on a wide range of devices, including personal devices such as mobile phones.

A close-up shot shows a person's hand holding a small red LED light, which is illuminated.

As well as tailoring curriculum resources, we have also adapted our teacher training to make it more accessible for people with less experience of using computing devices. For example, during a recent project coaching community trainers in Mombasa, we emphasised activities that improve digital skills on various devices. This meant that when passing the training on to other teachers, the community trainers had a broader set of skills across a wider range of devices.

An educator delivers a lesson to students in a classroom.
You’ll be able to read more about the impact of our work with Kenyan schools in an upcoming blog post.

Unplugged activities

Even computing-specific concepts such as a programming construct can, to a degree, be taught with very limited access to devices. Unplugged activities, where no digital technology is required, can be used to introduce fundamental concepts such as sequencing and repetition.

A group of men holding a string.

For example, you can ask learners to recognise patterns in repeating sequences of colours and identify how to describe the sequences without repeating the colours many times. While it is good practice to link the learning from an unplugged activity back to a plugged activity, students will still benefit when that is not possible. 

Emulators 

There are also a significant number of devices which offer online emulator apps that mirror the functions of the physical device. Consider Bee-Bot floor robots, which can be relatively expensive to purchase and may get damaged in a classroom. If you don’t have the physical device, its emulator app provides a similar experience.

Three young learners present their coding project.

Similarly, the micro:bit, a versatile microcontroller for young people, can be emulated in the MakeCode programming environment, including all its buttons and sensors. There are also numerous emulators which enable you to make and test your own circuits using a variety of hardware platforms. 

What do you actually need? 

Sometimes it can be helpful to look up what devices you actually need — they might not be as expensive as you think. General-purpose, single-board computers such as Raspberry Pi can be bought new for less than £25, and more powerful models still under £50.

A young learner is building his project at a Coolest Projects event.

Similarly, microcontrollers such as Raspberry Pi Pico, micro:bit, or Crumble, range from about £5 to £20 per device. Accessories such as LEDs, jumper leads, motors, and buzzers are also reasonably priced. They can be a relatively low-cost entry into physical computing and robotics, especially if you pair them with craft materials or share devices between students.

Make the most of it 

However limited your access to devices is, I encourage you to:

  • Look out for partners or solution providers that prioritise inclusivity and accessibility in their resources
  • Consider whether you can make activities accessible on a wider range of devices and use what students may already have (check out the OctoStudio app for smartphones for example)
  • Use unplugged activities, and relate them back to plugged devices when possible
  • Look up devices which might be more affordable than you realised

If you have your own tips to share with fellow teachers, please comment below.

More on digital literacy

You can discover our free teacher training and classroom resources, and read about how we’ve integrated digital literacy in The Computing Curriculum.

A version of this article appears in the newest issue of Hello World magazine, which is all about digital literacy. Explore issue 26 and download your free PDF copy today.
You can also listen to our recent Hello World podcast episode exploring three teachers’ digital literacy tips for the classroom.

The post Teaching digital literacy without devices appeared first on Raspberry Pi Foundation.

Should we ditch the term ‘digital native’? The latest conversation on the podcast

Post Syndicated from Meg Wang original https://www.raspberrypi.org/blog/should-we-ditch-the-term-digital-native-the-latest-conversation-on-the-podcast/

The term ‘digital native’ was coined in 2001 to describe young people who grew up surrounded by technology, implying they possess an almost instinctive understanding of digital tools. But how accurate is that label today? Are they truly tech-savvy, or are they simply fluent in using user-friendly devices without a deeper understanding of how they work? 

Thumbnail titled 'Are young people really tech-savvy?'

In our latest podcast episode, we explore this crucial question: does growing up with technology automatically make someone digitally literate, or just digitally dependent?

Host James Robinson (Raspberry Pi Foundation) is joined by colleague Sway Grantham, Anna Lahtinen (Haaga-Helia University), and Nicole O’Connor (Digi Know This) to unpack the complexities of digital skills, access, and education, and to explore how the label of digital native can sometimes hide broader challenges.

This episode wraps up our three-part mini-series on digital literacy. Each episode builds on the conversations from the latest issue of Hello World magazine, offering expert insight and practical ideas from educators driving real change.

Who are the guests on the podcast, and what will I learn?

We’ve assembled a panel of expert guests to discuss and debate the concept of the digital native.

Square headshot of Anna Lahtinen who featured on the Hello World podcast.
Anna Lahtinen, Haaga-Helia University of Applied Sciences

Anna is an internationally recognised scholar who specialises in the transformative effects of artificial intelligence (AI) on working life, businesses, and careers. In the latest issue of Hello World, Anna and her colleague Antonia O’Connell write about assumptions regarding high digital literacy among youth in the setting of a work environment.

In the podcast, Anna explains that the term ‘digital native’ can be useful for starting conversations about the skills, access, and confidence people need to navigate technology, particularly in the workplace. However, she warns that the term can be misleading, as it often assumes that young people have strong digital skills, when many struggle with the practical demands of using technology at work.

Anna also highlights the importance of supporting young people to use technology responsibly and develop a healthy relationship with it. As she puts it:

“If we instil the right values in students, that will eventually lead to a healthy relationship with technology and ethical use of new tools in both their work and their lives.”

Square headshot of Nicole O'Connor who featured on the Hello World podcast.
Nicole O’Connor, Digi Know This

Nicole O’Connor is a two-time female founder who brings her expertise to improving teaching and learning through innovative EdTech, digital literacy, and accessibility.

In the podcast, Nicole challenges the idea of the digital native, calling it both problematic and overly simplistic. She explains that the term overlooks important differences, like access, privilege, and levels of exposure to technology, which all shape a person’s digital skills. For Nicole, it’s a “grey area” that proves we can’t assume young people are automatically tech-savvy just because they grew up with devices.

Nicole sees digital literacy as a journey, not something people are born with. She compares it to learning a language: while young people may be familiar with technology, they still need to develop deeper skills to become critical thinkers, careful users, and aware of issues like data privacy and online safety. As she puts it:

“They might have had some exposure, but over time they need to learn the skills to be digitally literate… They’re not even close to that.”

Listen or watch now

To hear more, listen to or watch the full episode.

You can watch or listen to each episode of our podcast on YouTube, or listen via your preferred audio streaming service, whether that’s Apple Podcasts, Spotify, or Amazon Music

You’ve listened to the podcast, now subscribe to the magazine

We hope this episode, along with the others in the series, inspires you and helps you to engage your students more in computing. In the comments section below, we’d love to hear your thoughts and experience around digital literacy.

The latest issue of Hello World magazine features more insightful articles on digital literacy. Don’t miss out on this discussion — subscribe to Hello World today to ensure you never miss a podcast episode or issue of the magazine.

The post Should we ditch the term ‘digital native’? The latest conversation on the podcast appeared first on Raspberry Pi Foundation.

How can we empower girls in computing? An important conversation on the Hello World podcast

Post Syndicated from Meg Wang original https://www.raspberrypi.org/blog/how-can-we-empower-girls-in-computing-hello-world-podcast/

A key part of digital literacy is ensuring that all learners, regardless of their background or gender, have equal opportunities to develop computing skills and confidence in using technology.

However, the Department for Education in the UK recently released a report highlighting the growing gender gap in maths and science education. With International Girls in ICT Day just around the corner, it’s a timely reminder of the need to empower more girls and women within the computing sector.

In the latest episode of the Hello World podcast, Rachel Arthur, Chief Learning Officer at the Raspberry Pi Foundation, is joined by Dr. Jessica Hamer from King’s College London and Becky Patel from Tech She Can. Together, they explore the current state of girls’ engagement in computing and what we can do to support change.

This episode is the second in our three-part mini series on digital literacy. Each episode continues the conversations featured in the latest issue of the Hello World magazine, offering expert perspectives and practical examples from educators making a difference.

What is the gender gap, and why is it a problem?

The gender gap in computing refers to the disparity between the proportion of female and male students who choose computing as a subject or career. This is problematic because:

  • It reinforces harmful societal stereotypes that limit opportunities for girls
  • It hinders economic growth and innovation
  • It limits diversity in tech development, potentially leading to biased products, especially in artificial intelligence (AI)

Who are the guests on the podcast, and what will I learn?

To address these issues in detail, Rachel is joined by two guests who have dedicated years to understanding and addressing the gender gap. 

Dr. Jessica Hamer, King’s College London

Dr. Jessica Hamer is a Research Associate at King’s College London. She transitioned to academic research after working for a decade as a science teacher in secondary education. With a focus on projects like the SCARI project, she investigates factors affecting girls’ performance and participation in secondary-level computing. Her work includes a key report published last year on this topic.

In the podcast, Dr. Hamer reveals concerning findings about stereotypes in computing and how early they form. She explains that beliefs portraying girls as less interested in computing emerge as early as ages five or six, which significantly hinders girls’ engagement and involvement in the field.

Further, when students were asked to name famous figures in computing, most cited white, male tech entrepreneurs who are frequently in the news. This revealed a limited view of the kinds of people involved in computing, as well as a narrow conception of tech careers, with roles in areas like climate change and social justice being overlooked. However, Jessica highlights a key insight: “We found that girls were three times more likely to suggest a female famous face”, emphasising the vital importance of female representation and the need for relatable role models.

Becky Patel, Tech She Can

Becky Patel is the Head of Education and Learning at Tech She Can, a UK charity focused on increasing women’s representation in technology. She has a decade of teaching experience in both primary and secondary education and now develops the ‘Tech WE Can’ educational resources, which aim to inspire all children, particularly girls, to pursue careers in technology.

In the podcast, Becky emphasises the importance of early intervention to address gender stereotypes. She advocates for introducing children to a wide range of STEM careers, and to do this not just in computing lessons but across the whole curriculum. 

Another key strategy Becky highlights is showing children that they can explore their hobbies and interests further through technology, even when at first glance it might seem that technology can’t play a role. She explains:

“There are so many tech roles which you can do working behind the scenes, training the athlete, helping them with health and physiotherapy, working on goal-line technology… There’s so many cool things and when you show children this, you see the attention. You see them sit up like, hold on, she’s talking about me and the thing I love. And she’s also talking about computing.” 

Listen or watch now

To hear more about how to empower girls into computing, listen to or watch the full episode. 

We hope this episode inspires you and helps you to engage your students more in computing. In the comments section below, we’d love to hear your thoughts, your feedback, and any of your own tips for empowering girls and young women.

Enjoy the conversation!

More to discover next week

Next week, in the final podcast in our mini series, we’ll be looking at the notion of the ‘digital native’. Are young people truly tech-savvy, or are they simply reliant on digital tools without understanding the underlying mechanics?

James Robinson, Senior Learning Manager at the Raspberry Pi Foundation, will be joined by fellow colleague Sway Gratham and two guest speakers, Anna Lahtinen from Haaga-Helia University and Nicole O’Connor from Digi Know This, as they debate the complexities of digital skills, access, and education. Discover how the label ‘digital native’ can mask crucial issues and learn what real digital literacy looks like today.

Subscribe to Hello World

You can watch, or listen, to each episode of our podcast on YouTube, or listen via your preferred audio streaming service, whether that’s Apple Podcasts, Spotify, or Amazon Music

Don’t miss out on this discussion — subscribe to Hello World today to ensure you never miss a podcast episode or issue of the magazine.

The post How can we empower girls in computing? An important conversation on the Hello World podcast appeared first on Raspberry Pi Foundation.

How to bring digital literacy into your classroom: practical tips from the Hello World podcast

Post Syndicated from James Robinson original https://www.raspberrypi.org/blog/teacher-tips-digital-literacy/

Teacher tips: Digital literacy thumbnail. The background of the image comprises of a still taken from the episode, featuring Hello World podcast host James Robinson on the right of the image. The episode title 'Teacher tips: Digital literacy' is overlayed on the left of the screen. The Hello World logo has been superimposed on the top right hand corner of the image.

Are you looking to strengthen digital literacy in your classroom? In the latest episode of the Hello World podcast, three experienced teachers from the USA and the UK share practical tips they’ve used in their classrooms to help their students build digital literacy. Whether you’re just getting started with digital literacy or looking for new ideas, the episode is full of real-world advice you can apply straight away.

Behind the scenes image of the team recording an episode of the Hello World podcast.
Behind the scenes whilst recording the Teacher Tips: Digital literacy episode of the Hello World podcast.

The episode also marks the launch of a new mini-series on the Hello World podcast focusing on digital literacy. Throughout the series, which totals three episodes, we’ll continue conversations that feature in the latest issue of the Hello World magazine, sharing expert insights and real-world examples from educators who are integrating digital literacy into their classrooms.

So tune in this week, then stay tuned!

Who features in this episode, and what will I learn?

We’ve got tips from three teachers whose articles feature in Hello World’s newest magazine issue.

Katie Dahlman from Bloomington, MN, USA

Get ready for some top tips from Katie Dahlman, a preschool teacher and Digital Learning Specialist in Bloomington Public Schools in Minnesota, USA. With over 16 years of experience as an early childhood educator, Katie has dedicated her time to developing engaging computer science (CS) lessons for young learners.

Headshot of Katie Dahlamn, a guest teacher who featured on the 'Teacher tips: Digital literacy' episode of the Hello World podcast.

Katie believes that digital literacy starts with building foundational skills to prepare students for their roles as digital citizens. One of the tips Katie shares in the episode emphasises the importance of integrating computational thinking into the classroom: 

“My second tip for enhancing digital literacy in your classroom is to integrate computational thinking skills and vocabulary into your existing curriculum.”

Read Katie’s article ‘Tech tinkering and teamwork’ on pages 52–53 of Hello World, issue 26.

Curt Hitchens from Rock Spring, GA, USA

We also hear from Curt Hitchens, a computer science teacher at Saddle Ridge Elementary and Middle School in Rock Spring, Georgia, USA. Since 2018, Curt has been teaching computer science and now serves as a Virtual CS Specialist for the Georgia Department of Education.

Headshot of Curt Hitchens, a guest teacher who featured on the 'Teacher tips: Digital literacy' episode of the Hello World podcast.

Curt explains in the podcast that digital literacy is about equipping students with the necessary skills to use technology effectively in everyday situations and the workplace. He also shares an important tip for teachers, encouraging them to give students regular chances to engage in hands-on learning:

 “Make sure that you’re providing consistent opportunities for creation and exploration within your classes.”

Read Curt’s article ‘Computer science opportunities in rural schools’ on pages 46–47 of Issue 26.

Halima Bhayat, London, UK

The episode also features Halima Bhayat, the Head of Computing and Digital T Levels at Ursuline High School in London, UK. Halima is an Asian Women of Achievement 2021 Finalist, a digit<all> ambassador, an Amazon teacher, and the Computing at School Merton lead for all schools.

Headshot of Halima Bhayat, a guest teacher who featured on the 'Teacher tips: Digital literacy' episode of the Hello World podcast.

With a wealth of experience, she emphasises that digital literacy is more than about using technology — it’s about understanding how the digital world functions, how technology shapes our daily lives, and how it impacts individuals and communities.

One of Halima’s top tips for enhancing digital literacy in the classroom is to focus on touch typing. She believes that students should be equipped with fast and efficient typing skills, as so many tasks today are online.

“My first tip would be to get [your students] touch typing, get them to start becoming faster with their fingers on those keyboards, because lots of things have become online.”

Read Halima’s article ‘From switches to success’ on pages 76–77 of Issue 26.

Listen now

To hear more practical tips and discover what else our guest teachers have to say, listen to or watch the full episode here

We hope this episode inspires you and helps you to engage your students in computing. We’d love to hear your thoughts, your feedback, and any of your own tips on the topic of digital literacy in the comments section below.

We hope you enjoy the episode!

More to listen to next week

Next week, the podcast brings you an insightful conversation featuring Rachel Arthur, Chief Learning Officer at the Raspberry Pi Foundation, Dr Jessica Hamer from King’s College London, and Becky Patel from Tech She Can.

Photo of Dr. Jessica Hamer, Becky Patel and Rachel Arthur, on set of the Hello World podcast.

They’ll discuss the current state of girls’ engagement in computing and explore ways to empower young women in computing at school, at university, and onwards into their careers.

You can watch, or listen, to each episode of our podcast on YouTube, or listen via your preferred audio streaming service, whether that’s Apple Podcasts, Spotify, or Amazon Music

Subscribe to Hello World today to ensure you never miss a podcast episode or issue of the magazine.

The post How to bring digital literacy into your classroom: practical tips from the Hello World podcast appeared first on Raspberry Pi Foundation.

Hello World #26 out now: Digital Literacy

Post Syndicated from Meg Wang original https://www.raspberrypi.org/blog/hello-world-26-out-now-digital-literacy/

We often believe we understand the meaning of ‘digital literacy’, but it can be a misleading term. Do we mean digital skills? Online safety? Where does AI fit in? As computer science education evolves to meet the needs of our increasingly digital world, we believe that true digital literacy empowers young people to engage with technology thoughtfully, critically, and confidently.

In this issue of Hello World, out today for free, we discuss what digital literacy means, how it is taught in different countries around the world, and how educators are rethinking digital literacy for their students and themselves.

Digital image of Hello World, issue 26 'digital literacy' displayed at an angle.

Digital literacy

As the use of digital technology grows, a broader view of digital literacy is necessary. Digital literacy is more than knowing how to use software. It’s the ability to use digital technologies effectively, safely, and responsibly.

In Issue 26 of Hello World, we explore this topic in detail and hear insights from educators across the world, including:

  • Becci Peters shares how Computing at School (CAS) in the UK is supporting digital literacy skills for students and educators
  • Sourav Pattanayak discusses how digital literacy is defined in India, and the formal and informal ways educators are teaching digital literacy
  • Sandra Hartman explores strategies for enhancing digital literacy in the US
  • Gavin Davenport asks what would happen if we considered digital literacy in the same way as we consider traditional literacy
Photo of young people sitting at a desk, working on small computers.

This issue also includes inspiring articles from the world of computer science education:

  • Leah Dungay tells us about a programme combining physics, video games, and the Large Hadron Collider to engage young people in particle physics 
  • Gina Fugate shares how digital accessibility enhances digital experiences for all
  • Halima Bhayat shares her inspiring journey in computer science

And there is lots more for you to discover in issue 26.

New podcast series in audio and video

We’re also pleased to announce that the Hello World podcast has returned alongside the magazine with a miniseries also focused on digital literacy.

We asked for your thoughts on the podcast in our previous annual survey, and you kindly sent us lots of helpful feedback. Based on that, we’re trialling new episode formats, welcoming additional hosts, and bringing in more expert voices from around the world.

On Tuesday 15 April we’ll be releasing our first teacher tips episode, a shorter podcast with 3 teachers sharing practical, actionable tips for improving digital literacy in the classroom. 

Image featuring Dr. Jessica Hamer, Becky Patel and Rachel Arthur after recording an episode of the Hello World podcast.

The week after, Tuesday 22 April, you’ll be able to hear a brilliant conversation between the Raspberry Pi Foundation’s Chief Learning Officer, Rachel Arthur, and two special guests: Dr Jessica Hamer from King’s College London’s School of Education and Becky Patel from Tech She Can. They’ll be discussing the current state of girls’ engagement in computing — a wide-reaching and important conversation exploring how we can empower more girls in computing through school, university and their careers.

Then on Tuesday 29 April the final episode in the miniseries will be a panel debate about “digital natives” where we’ll be asking, ‘Are young people who grew up with technology around them truly tech-savvy, or are they dependent on digital tools without understanding how they work?’ James Robinson — Senior Learning Manager here at the Raspberry Pi Foundation and regular host of the podcast — will lead this discussion as global educators debate the myth of the “digital native,” uncover how it could overlook complex issues of access, skills, and education, and consider what it really takes to be tech-smart in the modern world.

More information and links to listen can be found inside the magazine.

Share your thoughts & subscribe to Hello World

We hope you enjoy this issue of Hello World, and please get in touch with your article ideas or what you would like to see in the magazine.

  • Share your thoughts and ideas about Hello World and the new issue with us via the Raspberry PI Foundation social media channels
  • Find out how you can write for the magazine

Subscribe to Hello World for free to never miss an issue.

The post Hello World #26 out now: Digital Literacy appeared first on Raspberry Pi Foundation.

Three ways to help students learn about the impact of technology

Post Syndicated from Sway Grantham original https://www.raspberrypi.org/blog/three-ways-to-help-students-learn-about-the-impact-of-technology/

As adults, it’s easy for us to see the impact technology has had on society and on our lives. Yet when I tell pupils that, within my lifetime, it wasn’t always illegal to hold your mobile phone to your ear and have a call while driving, they are horrified. They are living in the now and don’t yet have the perspective to allow them to see the change that has happened. 

With the greater understanding we now have of technology and its impact, we can better learn from previous mistakes, make decisions around ethical behaviour (such as whether to use a phone while driving), and critically engage in real-world issues. 

As teachers, allocating some time to this topic throughout the year can seem challenging, but by implementing a few small changes, the benefits might be more than you imagine. Here are three ways you can help your students explore the impact of technology.

1. Change the format of your lessons by stepping away from devices 

As teachers know, some computing lessons work best when students don’t use devices, whether it’s a matter of students designing programs before starting to code them, drawing  maps of their school network, or discussing the implications of bias in AI training models. It’s important that learners recognise that computers are tools — sometimes they allow us to do and achieve great things, but sometimes there are other approaches that are more suitable. 

A group of young people investigate computer hardware together.

Spending time discussing the impact of technology can help learners decide for themselves when technology is an asset, and when it is a burden. Another advantage of changing the format of your computing lessons away from device usage is that they may appeal to a wider range of students. While some students may not be interested in using technology, they may enjoy debating ethics, discussing world events, or finding solutions to real-world problems — all of which can take centre stage in a more discussion-focused computing lesson.     

This approach can also demonstrate to your class that lots of different skill sets are needed in the computing industry, and inspire your learners to consider career paths they might have otherwise dismissed. In addition, open, discussion-based lessons can give your learners food for thought, encouraging them to approach tasks in subsequent lessons with a greater appreciation of broader issues — whether they’re designing a program, deciding what features to build into a website, or how to structure a database. 

2. Connect your lessons to real-world events

Young people exist in an interesting space when it comes to world events. Even if they’re not engaged in current affairs, they’ll probably still encounter a lot of content about what’s happening in the world. They may see snippets of news footage on television, hear adults talking about a big event, or — with so much of their lives now happening online — stumble across trending stories and associated opinions while using social media, apps, and websites.  

Close up of two young people working at a computer.

Young people will often try to make sense of all these bits of information, filling in the blanks. The problem is that if we don’t talk to young people about what they’re hearing, they may fill in the blanks incorrectly. Before you know it, they might be anxious that artificial intelligence will take over the world, or that adults hate TikTok for no reason. 

It’s important to equip young people with the skills to think about real-world events — and developments related to technology — critically and calmly. 

Headlines such as “Why the USA is banning TikTok” or self-help articles with titles like “Why muting people on social media will change your life” could make brilliant focus points for a lesson or activity about the impact of technology. Discussing these kinds of headlines and articles can help your learners consider their own opinions, apply what they know about how technology works, and gain a sense of grounding in our often turbulent world. 

By encouraging your learners to articulate what they know and apply it to real-world situations, you’ll enrich their computing education while also nurturing responsible digital citizens.  

3. Encourage students to have difficult conversations

The role of a computing teacher is often broad. Beyond curriculum and teaching responsibilities, it will usually involve providing tech support (changing ink in printers, for instance) and dealing with safeguarding incidents that have happened between pupils at the weekend. 

Safeguarding is a key part of teaching. Effective safeguarding should include teaching your learners about what to do in difficult scenarios, like when a WhatsApp group goes awry, when an image is shared on social media when it shouldn’t have been, or when a game becomes popular that your learners aren’t old enough to play. 

Computing teachers often have to be prepared with a lesson to deal with safeguarding incidents, such as a WhatsApp group gone awry.
Computing teachers often have to be prepared with a lesson to deal with safeguarding incidents, such as a WhatsApp group gone awry.

Each of these scenarios is an example of technology’s impact on our lives. It’s important that your learners know how to deal with these scenarios and can have different opinions while talking and listening to each other. Also, if your learners can do these things, it will make things easier in the future if you need to talk to a particular learner about something inappropriate they’ve done.  

By encouraging your learners to have difficult conversations, you’ll practise how to navigate the tension between legality, rules from home, and best-practice advice from external sources. You’ll also have lessons that you can refer back to: “Remember when we were discussing the TikTok ban? How might some of those conversations relate to this situation? What about when we discussed when to block people on games or on social media? Would that be appropriate here?” 

Raising awareness that the impact of technology can enrich lessons

Technology is going to continue to impact the lives of the pupils we work with, whether they can recognise that or not. Increasing their awareness of the impact technology is having, in both positive and negative ways, will enrich your lessons, show that content is relevant to your learners, and help protect them when they have to make their own critical decisions. 

There are suggestions in this article to use with learners of all ages, but if you want more support on how to teach the topic with older learners, we have an online course for educators (helloworld.cc/impactoftech) and a unit of work for 14-year-olds (helloworld.cc/ks4impact).

A version of this article also appears in Hello World issue 24.

The post Three ways to help students learn about the impact of technology appeared first on Raspberry Pi Foundation.

Ocean Prompting Process: How to get the results you want from an LLM

Post Syndicated from Mark Calleja original https://www.raspberrypi.org/blog/ocean-prompting-process-how-to-get-the-results-you-want-from-an-llm/

Have you heard of ChatGPT, Gemini, or Claude, but haven’t tried any of them yourself? Navigating the world of large language models (LLMs) might feel a bit daunting. However, with the right approach, these tools can really enhance your teaching and make classroom admin and planning easier and quicker. 

That’s where the OCEAN prompting process comes in: it’s a straightforward framework designed to work with any LLM, helping you reliably get the results you want. 

The great thing about the OCEAN process is that it takes the guesswork out of using LLMs. It helps you move past that ‘blank page syndrome’ — that moment when you can ask the model anything but aren’t sure where to start. By focusing on clear objectives and guiding the model with the right context, you can generate content that is spot on for your needs, every single time.

5 ways to make LLMs work for you using the OCEAN prompting process

OCEAN’s name is an acronym: objective, context, examples, assess, negotiate — so let’s begin at the top.

1. Define your objective

Think of this as setting a clear goal for your interaction with the LLM. A well-defined objective ensures that the responses you get are focused and relevant.

Maybe you need to:

  • Draft an email to parents about an upcoming school event
  • Create a beginner’s guide for a new Scratch project
  • Come up with engaging quiz questions for your next science lesson

By knowing exactly what you want, you can give the LLM clear directions to follow, turning a broad idea into a focused task.

2. Provide some context 

This is where you give the LLM the background information it needs to deliver the right kind of response. Think of it as setting the scene and providing some of the important information about why, and for whom, you are making the document.

You might include:

  • The length of the document you need
  • Who your audience is — their age, profession, or interests
  • The tone and style you’re after, whether that’s formal, informal, or somewhere in between

All of this helps the LLM include the bigger picture in its analysis and tailor its responses to suit your needs.

Photo by Andril Zastrozhnov.

3. Include examples

By showing the LLM what you’re aiming for, you make it easier for the model to deliver the kind of output you want. This is called one-shot, few-shot, or many-shot prompting, depending on how many examples you provide.

You can:

  • Include URL links 
  • Upload documents and images (some LLMs don’t have this feature)
  • Copy and paste other text examples into your prompt

Without any examples at all (zero-shot prompting), you’ll still get a response, but it might not be exactly what you had in mind. Providing examples is like giving a recipe to follow that includes pictures of the desired result, rather than just vague instructions — it helps to ensure the final product comes out the way you want it.

4. Assess the LLM’s response

This is where you check whether what you’ve got aligns with your original goal and meets your standards.

Keep an eye out for:

  • Hallucinations: incorrect information that’s presented as fact
  • Misunderstandings: did the LLM interpret your request correctly?
  • Bias: make sure the output is fair and aligned with diversity and inclusion principles

A good assessment ensures that the LLM’s response is accurate and useful. Remember, LLMs don’t make decisions — they just follow instructions, so it’s up to you to guide them. This brings us neatly to the next step: negotiate the results.

5. Negotiate the results

If the first response isn’t quite right, don’t worry — that’s where negotiation comes in. You should give the LLM frank and clear feedback and tweak the output until it’s just right. (Don’t worry, it doesn’t have any feelings to be hurt!) 

When you negotiate, tell the LLM if it made any mistakes, and what you did and didn’t like in the output. Tell it to ‘Add a bit at the end about …’ or ‘Stop using the word “delve” all the time!’ 

Photo by luckybusiness.

How to get the tone of the document just right

Another excellent tip is to use descriptors for the desired tone of the document in your negotiations with the LLM, such as, ‘Make that output slightly more casual.’

In this way, you can guide the LLM to be:

  • Approachable: the language will be warm and friendly, making the content welcoming and easy to understand
  • Casual: expect laid-back, informal language that feels more like a chat than a formal document
  • Concise: the response will be brief and straight to the point, cutting out any fluff and focusing on the essentials
  • Conversational: the tone will be natural and relaxed, as if you’re having a friendly conversation
  • Educational: the language will be clear and instructive, with step-by-step explanations and helpful details
  • Formal: the response will be polished and professional, using structured language and avoiding slang
  • Professional: the tone will be business-like and precise, with industry-specific terms and a focus on clarity

Remember: LLMs have no idea what their output says or means; they are literally just very powerful autocomplete tools, just like those in text messaging apps. It’s up to you, the human, to make sure they are on the right track. 

Don’t forget the human edit 

Even after you’ve refined the LLM’s response, it’s important to do a final human edit. This is your chance to make sure everything’s perfect, checking for accuracy, clarity, and anything the LLM might have missed. LLMs are great tools, but they don’t catch everything, so your final touch ensures the content is just right.

At a certain point it’s also simpler and less time-consuming for you to alter individual words in the output, or use your unique expertise to massage the language for just the right tone and clarity, than going back to the LLM for a further iteration. 

Photo by 1xpert.

Ready to dive in? 

Now it’s time to put the OCEAN process into action! Log in to your preferred LLM platform, take a simple prompt you’ve used before, and see how the process improves the output. Then share your findings with your colleagues. This hands-on approach will help you see the difference the OCEAN method can make!

Sign up for a free account at one of these platforms:

  • ChatGPT (chat.openai.com)
  • Gemini (gemini.google.com)

By embracing the OCEAN prompting process, you can quickly and easily make LLMs a valuable part of your teaching toolkit. The process helps you get the most out of these powerful tools, while keeping things ethical, fair, and effective.

If you’re excited about using AI in your classroom preparation, and want to build more confidence in integrating it responsibly, we’ve got great news for you. You can sign up for our totally free online course on edX called ‘Teach Teens Computing: Understanding AI for Educators’ (helloworld.cc/ai-for-educators). In this course, you’ll learn all about the OCEAN process and how to better integrate generative AI into your teaching practice. It’s a fantastic way to ensure you’re using these technologies responsibly and ethically while making the most of what they have to offer. Join us and take your AI skills to the next level!

A version of this article also appears in Hello World issue 25.

The post Ocean Prompting Process: How to get the results you want from an LLM appeared first on Raspberry Pi Foundation.

Hello World #25 out now: Generative AI

Post Syndicated from Meg Wang original https://www.raspberrypi.org/blog/hello-world-25-out-now-generative-ai/

Since they became publicly available at the end of 2022, generative AI tools have been hotly discussed by educators: what role should these tools for generating human-seeming text, images, and other media play in teaching and learning?

Two years later, the one thing most people agree on is that, like it or not, generative AI is here to stay. And as a computing educator, you probably have your learners and colleagues looking to you for guidance about this technology. We’re sharing how educators like you are approaching generative AI in issue 25 of Hello World, out today for free.

Digital image of a copy of Hello World magazine, issue 25.

Generative AI and teaching

Since our ‘Teaching and AI’ issue a year ago, educators have been making strides grappling with generative AI’s place in their classroom, and with the potential risks to young people. In this issue, you’ll hear from a wide range of educators who are approaching this technology in different ways. 

For example:

  • Laura Ventura from Gwinnett County Public Schools (GCPS) in Georgia, USA shares how the GCPS team has integrated AI throughout their K–12 curriculum
  • Mark Calleja from our team guides you through using the OCEAN prompt process to reliably get the results you want from an LLM 
  • Kip Glazer, principal at Mountain View High School in California, USA shares a framework for AI implementation aimed at school leaders
  • Stefan Seegerer, a researcher and educator in Germany, discusses why unplugged activities help us focus on what’s really important in teaching about AI

This issue also includes practical solutions to problems that are unique to computer science educators:

  • Graham Hastings in the UK shares his solution to tricky crocodile clips when working with micro:bits
  • Riyad Dhuny shares his case study of home-hosting a learning management system with his students in Mauritius

And there is lots more for you to discover in issue 25.

Whether or not you use generative AI as part of your teaching practice, it’s important for you to be aware of AI technologies and how your young people may be interacting with it. In his article “A problem-first approach to the development of AI systems”, Ben Garside from our team affirms that:

“A big part of our job as educators is to help young people navigate the changing world and prepare them for their futures, and education has an essential role to play in helping people understand AI technologies so that they can avoid the dangers.

Our approach at the Raspberry Pi Foundation is not to focus purely on the threats and dangers, but to teach young people to be critical users of technologies and not passive consumers. […]

Our call to action to educators, carers, and parents is to have conversations with your young people about generative AI. Get to know their opinions on it and how they view its role in their lives, and help them to become critical thinkers when interacting with technology.”

Share your thoughts & subscribe to Hello World

Computing teachers are being asked again to teach something that they didn’t study. With generative AI as with all things computing, we want to support your teaching and share your successes. We hope you enjoy this issue of Hello World, and please get in touch with your article ideas or what you would like to see in the magazine.


We’d like to thank Oracle for supporting this issue.

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Hello World #24 out now: Impact of tech

Post Syndicated from Meg Wang original https://www.raspberrypi.org/blog/hello-world-24-out-now-impact-of-tech/

Do you remember a time before social media? Mobile phones? Email? We are surrounded by digital technology, and new applications impact our lives whether we engage with them or not. Issue 24 of Hello World, out today for free, gives you ideas for how to help your learners think openly and critically about technology.

Teaching about the impact of technology 

For learners to become informed, empowered citizens, they need to understand the impact technology has on them as individuals, and on society as a whole. In our brand-new issue of Hello World, educators share insights from their work in and around classrooms that will help you engage your learners in learning about and discussing the impact of tech.

For example:

  • Jasmeen Kanwal and the team at Data Education in Schools share their resources for how young people can start to learn the skills they need to change the world with data
  • Julie York writes about how incorporating AI education into any classroom can help students prepare for future careers
  • Ben Hall discusses whether technology is divisive or inclusive, and how you can encourage students to think critically about it
Two learners in a computing classroom.

This issue also includes stories on how educators use technology to create a positive impact for learners:

  • Yolanda Payne tells you how she’s using teaching experiences from the COVID-19 pandemic to bring better remote learning to communities in Georgia, USA, and in the US Virgin Islands
  • Mitchel Resnik and Natalie Rusk from Lifelong Kindergarten group at MIT Media Lab introduce their new free mobile app, OctoStudio, and how it helps learners and educators in underresourced areas get creative with code

And there is lots more for you to discover in issue 24.

The issue also covers how you can make time to teach about the impact of technology in an already packed curriculum. Sway Grantham, Senior Learning Manager at the Raspberry Pi Foundation, says in her article:

“As adults, it is easy for us to see the impact technology has had on society and on our lives. Yet when I tell pupils that, within my lifetime, it wasn’t always illegal to hold your mobile phone to your ear and have a call while driving, they are horrified. They are living in the now and don’t yet have the perspective to allow them to see the change that has happened. However, knowing the impact of technology allows us to learn from previous mistakes, to make decisions around ethical behaviour (such as using a phone while driving), and to critically engage in real-world issues.

As teachers, allocating some time to this topic throughout the year can seem challenging, but with a few small changes, the impact might be more than you can imagine.”

Share your thoughts & subscribe to Hello World

With so many aspects of life impacted by technology, computing educators play a crucial role in supporting young people to become informed, empowered citizens. We hope you enjoy this issue of Hello World and find it useful in your teaching.

The post Hello World #24 out now: Impact of tech appeared first on Raspberry Pi Foundation.

Season 6 of the Hello World podcast is here

Post Syndicated from James Robinson original https://www.raspberrypi.org/blog/hello-world-podcast-season-6-computing-education/

Through the Hello World podcast, we help to connect computing educators around the world and share their experiences. In each episode, we expand on a topic from a recent Hello World magazine issue. After 5 seasons, and a break last year, we are back with season 6 today.

Hello World logo.

Episode 1: Do kids still need to learn how to code?

In the recent ‘Teaching & AI’ issue of Hello World, our CEO Philip Colligan discussed what AI means for computing education, including for learning to program. And our first new podcast episode is all about this question, which every computing educator has probably thought about at least once in recent months: Do kids still need to learn how to code?

Joining my co-host Veronica and me are two computing educators: Pete Dring, Head of Computing at Fulford School in York, and Chris Coetzee, a computer science teacher for 24 years and currently a PhD student in Computer Science Education at Abertay Dundee. Given the recent developments in AI-based code generators, we talk about whether such tools will remove our learners’ need to learn to code or simply change what coding, and learning to code, looks like*.

What’s coming up in future episodes?

New episode of season 6 will come out every 2 weeks. In each episode we explore computing, coding, and digital making education by delving into an exciting topic together with our guests: experts, practitioners, and other members of the Hello World community.

Also in season 6, we’ll explore:

The role of computing communities

We discuss the value and importance of being connected to other computing educators through the many different teaching communities that exist around the world. What makes effective communities, and how do we build and sustain them?

A group of students and a teacher at the Coding Academy in Telangana.

Why is understanding cybersecurity so important?

From classroom lessons to challenges and competitions, there are lots of opportunities for learners to discover cybersecurity. There are also many pitfalls where learners’ online activities put them at risk of breaking the law. We discuss some of these pitfalls along with the many career opportunities in cybersecurity.

How to develop as a computing educator?

What is involved in becoming an effective computing educator? What knowledge, skills, and behaviours are needed, and how do we go about developing them? We sit down with teacher trainers and trainees to explore this topic.

Two learners and a teacher in a physical computing lesson.

What is the state of computing education and where is it heading?

Computing education has come a long way in the last decade in terms of practice and policy, as well as research. Together with our guests we discuss where computing education is today around the world, and we consider the lessons we can learn and the challenges ahead

What is the role of AI in your classroom?

AI continues to be a disruptive technology in many spaces, and the classroom is no exception. We hear examples of practices and approaches being explored by teachers in the classroom.

If you’ve not listened to the Hello World podcast yet, there are 5 whole seasons for you to discover. We talk about everything from ecology and quantum computing to philosophy, ethics, and inclusion, and our conversations always focus on the practicalities of teaching in the classroom.

In our latest issue of Hello World, we feature authors from over 20 countries.

Many of our podcast guests are Hello World authors, so if you’re an educator who wants to share your insights into how to teach young people about digital technology, please let us know. Your words could end up in the pages as well as on the airwaves of Hello World.

You’ll find the upcoming Hello World season and past episodes on your favourite podcast platform, including YouTube now, where you can also subscribe to never miss an episode. Alternatively, you can listen here via your browser.

* If you want to dive into the newest research on programming education with and without AI, check out our current seminar series.

The post Season 6 of the Hello World podcast is here appeared first on Raspberry Pi Foundation.

Hello World #23 out now: Global exchange of computing education ideas

Post Syndicated from Meg Wang original https://www.raspberrypi.org/blog/hello-world-23-global-computing-education-ideas/

How is computing taught around the globe? Our brand-new, free issue of Hello World, out today, paints a picture for you. It features stories from over 20 countries, where educators, researchers, and volunteers share their work and their personal challenges and joys in bringing computing education to their part of the world.

The Hello World Global Exchange magazine cover on a plain background.

Global exchange in a worldwide community

In Hello World issue 23, you’ll hear about countries where computing is an official school subject and how it was set up that way, and you’ll hear about countries that are newer to computing education and working to fast-track their students’ learning.

  • Ethel Tshukudu’s article on her research using the CAPE framework is a fascinating comparison of computer science education in four African countries
  • Iliana Ramirez describes how volunteers are at the heart of Ciberistas, a technology training programme for young people in Mexico
  • Matthew Griffin’s article highlights how computing education works in Canada, a large country with two official languages
  • Dana Rensi’s article about a solar-powered Raspberry Pi computing lab in the middle of the Peruvian rainforest will surprise and delight you
  • Randal Rousseau, a librarian in Cape Town, South Africa, shares how he teaches children to code through unplugged activities

And there is lots more for you to discover in issue 23.

Sue Sentance, director of the Raspberry Pi Computing Education Research Centre at the University of Cambridge, says in her article:

“Our own experience of implementing computing education in England since 2014 has shown the importance of teachers supporting each other, and how various networks … are instrumental in bringing computing teachers together to share knowledge and experiences. With so many countries introducing computing education, and teachers around the globe facing similar challenges, maybe we need to extend this to a global teacher network, where teachers and policymakers can share good practice and learn from each other. “

We aim for Hello World magazine to be one of the places where this sharing, exchange, and learning can take place. Subscribe for free to never miss an issue, and find out how you can write for the magazine.

Download Hello World issue 23 for free

Research highlights the importance of computing education to young people’s futures, whether or not they pursue a degree or career in the area. From teaching computing in schools where the electricity cuts out, to incorporating artificial intelligence into curricula in different countries, and to teaming up with local governments when there isn’t a national computing curriculum, educators are doing wonderful things around the globe to make sure the young people they support have the opportunity to learn. Read their stories today.

Also in issue 23:

  • Research on culturally adapted resources 
  • How community building enhances computing education
  • Tips for hosting a STEM event in school

And much, much more.

Send us a message or tag us on social media to let us know which articles have made you think, and most importantly, which will help you with your teaching. And to hear monthly news about Hello World and the whole Raspberry Pi Foundation, sign up to the Hello World newsletter.

The post Hello World #23 out now: Global exchange of computing education ideas appeared first on Raspberry Pi Foundation.

Teaching about AI explainability

Post Syndicated from Mac Bowley original https://www.raspberrypi.org/blog/teaching-ai-explainability/

In the rapidly evolving digital landscape, students are increasingly interacting with AI-powered applications when listening to music, writing assignments, and shopping online. As educators, it’s our responsibility to equip them with the skills to critically evaluate these technologies.

A woman teacher helps a young person with a coding project.

A key aspect of this is understanding ‘explainability’ in AI and machine learning (ML) systems. The explainability of a model is how easy it is to ‘explain’ how a particular output was generated. Imagine having a job application rejected by an AI model, or facial recognition technology failing to recognise you — you would want to know why.

Two teenage girls do coding activities at their laptops in a classroom.

Establishing standards for explainability is crucial. Otherwise we risk creating a world where decisions impacting our lives are made by opaque systems we don’t understand. Learning about explainability is key for students to develop digital literacy, enabling them to navigate the digital world with informed awareness and critical thinking.

Why AI explainability is important

AI models can have a significant impact on people’s lives in various ways. For instance, if a model determines a child’s exam results, parents and teachers would want to understand the reasoning behind it.

Two learners sharing a laptop in a coding session.

Artists might want to know if their creative works have been used to train a model and could be at risk of plagiarism. Likewise, coders will want to know if their code is being generated and used by others without their knowledge or consent. If you came across an AI-generated artwork that features a face resembling yours, it’s natural to want to understand how a photo of you was incorporated into the training data. 

Explainability is about accountability, transparency, and fairness, which are vital lessons for children as they grow up in an increasingly digital world.

There will also be instances where a model seems to be working for some people but is inaccurate for a certain demographic of users. This happened with Twitter’s (now X’s) face detection model in photos; the model didn’t work as well for people with darker skin tones, who found that it could not detect their faces as effectively as their lighter-skinned friends and family. Explainability allows us not only to understand but also to challenge the outputs of a model if they are found to be unfair.

In essence, explainability is about accountability, transparency, and fairness, which are vital lessons for children as they grow up in an increasingly digital world.

Routes to AI explainability

Some models, like decision trees, regression curves, and clustering, have an in-built level of explainability. There is a visual way to represent these models, so we can pretty accurately follow the logic implemented by the model to arrive at a particular output.

By teaching students about AI explainability, we are not only educating them about the workings of these technologies, but also teaching them to expect transparency as they grow to be future consumers or even developers of AI technology.

A decision tree works like a flowchart, and you can follow the conditions used to arrive at a prediction. Regression curves can be shown on a graph to understand why a particular piece of data was treated the way it was, although this wouldn’t give us insight into exactly why the curve was placed at that point. Clustering is a way of collecting similar pieces of data together to create groups (or clusters) with which we can interrogate the model to determine which characteristics were used to create the groupings.

A decision tree that classifies animals based on their characteristics; you can follow these models like a flowchart

However, the more powerful the model, the less explainable it tends to be. Neural networks, for instance, are notoriously hard to understand — even for their developers. The networks used to generate images or text can contain millions of nodes spread across thousands of layers. Trying to work out what any individual node or layer is doing to the data is extremely difficult.

Learners in a computing classroom.

Regardless of the complexity, it is still vital that developers find a way of providing essential information to anyone looking to use their models in an application or to a consumer who might be negatively impacted by the use of their model.

Model cards for AI models

One suggested strategy to add transparency to these models is using model cards. When you buy an item of food in a supermarket, you can look at the packaging and find all sorts of nutritional information, such as the ingredients, macronutrients, allergens they may contain, and recommended serving sizes. This information is there to help inform consumers about the choices they are making.

Model cards attempt to do the same thing for ML models, providing essential information to developers and users of a model so they can make informed choices about whether or not they want to use it.

A model card mock-up from the Experience AI Lessons

Model cards include details such as the developer of the model, the training data used, the accuracy across diverse groups of people, and any limitations the developers uncovered in testing.

Model cards should be accessible to as many people as possible.

A real-world example of a model card is Google’s Face Detection model card. This details the model’s purpose, architecture, performance across various demographics, and any known limitations of their model. This information helps developers who might want to use the model to assess whether it is fit for their purpose.

Transparency and accountability in AI

As the world settles into the new reality of having the amazing power of AI models at our disposal for almost any task, we must teach young people about the importance of transparency and responsibility. 

An educator points to an image on a student's computer screen.

As a society, we need to have hard discussions about where and when we are comfortable implementing models and the consequences they might have for different groups of people. By teaching students about explainability, we are not only educating them about the workings of these technologies, but also teaching them to expect transparency as they grow to be future consumers or even developers of AI technology.

Most importantly, model cards should be accessible to as many people as possible — taking this information and presenting it in a clear and understandable way. Model cards are a great way for you to show your students what information is important for people to know about an AI model and why they might want to know it. Model cards can help students understand the importance of transparency and accountability in AI.  


This article also appears in issue 22 of Hello World, which is all about teaching and AI. Download your free PDF copy now.

If you’re an educator, you can use our free Experience AI Lessons to teach your learners the basics of how AI works, whatever your subject area.

The post Teaching about AI explainability appeared first on Raspberry Pi Foundation.

AI isn’t just robots: How to talk to young children about AI

Post Syndicated from Sway Grantham original https://www.raspberrypi.org/blog/how-to-talk-to-young-children-about-ai/

Young children have a unique perspective on the world they live in. They often seem oblivious to what’s going on around them, but then they will ask a question that makes you realise they did get some insight from a news story or a conversation they overheard. This happened to me with a class of ten-year-olds when one boy asked, with complete sincerity and curiosity, “And is that when the zombie apocalypse happened?” He had unknowingly conflated the Great Plague with television depictions of zombies taking over the world.

Child with tablet.
Photo by Patricia Prudente.

How to talk to young people about AI

Absorbing media and assimilating it into your existing knowledge is a challenge, and this is a concern when the media is full of big, scary headlines about artificial intelligence (AI) taking over the world, stealing jobs, and being sentient. As teachers and parents, you don’t need to know all the details about AI to answer young people’s questions, but you can avoid accidentally introducing alternate conceptions. This article offers some top tips to help you point those inquisitive minds in the right direction.

Child with tablet.
Photo by Kelly Sikkema.

AI is not a person

Technology companies like to anthropomorphise their products and give them friendly names. Why? Because it makes their products seem more endearing and less scary, and makes you more likely to include them in your lives. However, when you think of AI as a human with a name who needs you to say ‘please’ or is ‘there to help you’, you start to make presumptions about how it works, what it ‘knows’, and its morality. This changes what we ask, how much we trust an AI device’s responses, and how we behave when using the device. The device, though, does not ‘see’ or ‘know’ anything; instead, it uses lots of data to make predictions. Think of word association: if I say “bread”, I predict that a lot of people in the UK will think “butter”. Here, I’ve used the data I’ve collected from years of living in this country to predict a reasonable answer. This is all AI devices are doing. 

Child with phone.
Photo by bruce mars.

[AI] does not ‘see’ or ‘know’ anything; instead, it uses lots of data to make predictions.

When talking to young children about AI, try to avoid using pronouns such as ‘she’ or ‘he’. Where possible, avoid giving devices human names, and instead call them “computer”, to reinforce the idea that humans and computers are very different. Let’s imagine that a child in your class says, “Alexa told me a joke at the weekend — she’s funny!” You could respond, “I love using computers to find new jokes! What was it?” This is just a micro-conversation, but with it, you are helping to surreptitiously challenge the child’s perception of Alexa and the role of AI in it.

Where possible, avoid giving devices human names, and instead call them ‘computer’, to reinforce the idea that humans and computers are very different.

Another good approach is to remember to keep your emotions separate from computers, so as not to give them human-like characteristics: don’t say that the computer ‘hates’ you, or is ‘deliberately ignoring’ you, and remember that it’s only ‘helpful’ because it was told to be. Language is important, and we need to continually practise avoiding anthropomorphism.

AI isn’t just robots (actually, it rarely is)

The media plays a huge role in what we imagine when we talk about AI. For the media, the challenge is how to make lines of code and data inside a computer look exciting and recognisable to their audiences. The answer? Robots! When learners hear about AI taking over the world, it’s easy for them to imagine robots like those you’d find in a Marvel movie. Yet the majority of AI exists within systems they’re already aware of and are using — you might just need to help draw their attention to it.

Even better than just calling out uses of AI: try to have conversations about when things go wrong and AI systems suggest silly options.

For example, when using a word processor, you can highlight to learners that the software sometimes predicts what word you want to type next, and that this is an example of the computer using AI. When learners are using streaming services for music or TV and the service predicts something that they might want to watch or listen to next, point out that this is using AI technology. When they see their parents planning a route using a satnav, explain that the satnav system uses data and AI to plan the best route.

Even better than just calling out uses of AI: try to have conversations about when things go wrong and AI systems suggest silly options. This is a great way to build young people’s critical thinking around the use of computers. AI systems don’t always know best, because they’re just making predictions, and predictions can always be wrong.

AI complements humans

There’s a delicate balance between acknowledging the limitations of AI and portraying it as a problematic tool that we shouldn’t use. AI offers us great opportunities to improve the way we work, to get us started on a creative project, or to complete mundane tasks. However, it is just a tool, and tools complement the range of skills that humans already have. For example, if you gave an AI chatbot app the prompt, ‘Write a setting description using these four phrases: dark, scary, forest, fairy tale’, the first output from the app probably wouldn’t make much sense. As a human, though, you’d probably have to do far less work to edit the output than if you had had to write the setting description from scratch. Now, say you had the perfect example of a setting description, but you wanted 29 more examples, a different version for each learner in your class. This is where AI can help: completing a repetitive task and saving time for humans. 

Child with phone.
Photo by zhenzhong liu.

To help children understand how AI and humans complement each other, ask them the question, ‘What can’t a computer do?’ Answers that I have received before include, ‘Give me a hug’, ‘Make me laugh’, and ‘Paint a picture’, and these are all true. Can Alexa tell you a joke that makes you laugh? Yes — but a human created that joke. The computer is just the way in which it is being shared. Even with AI ‘creating’ new artwork, it is really only using data from something that someone else created. Humans are required. 

Overall, we must remember that young children are part of a world that uses AI, and that it is likely to be ever more present in the future. We need to ensure that they know how to use AI responsibly, by minimising their alternate conceptions. With our youngest learners, this means taking care with the language you choose and the examples you use, and explaining AI’s role as a tool.

To help children understand how AI and humans complement each other, ask them the question, ‘What can’t a computer do?’

These simple approaches are the first steps to empowering children to go on to harness this technology. They also pave the way for you to simply introduce the core concepts of AI in later computing lessons without first having to untangle a web of alternate conceptions.


This article also appears in issue 22 of Hello World, which is all about teaching and AI. Download your free PDF copy now.

If you’re an educator, you can use our free Experience AI Lessons to teach your learners the basics of how AI works, whatever your subject area.

The post AI isn’t just robots: How to talk to young children about AI appeared first on Raspberry Pi Foundation.

Hello World #22 out now: Teaching and AI

Post Syndicated from Meg Wang original https://www.raspberrypi.org/blog/hello-world-22-ai-education/

Recent developments in artificial intelligence are changing how the world sees computing and challenging computing educators to rethink their approach to teaching. In the brand-new issue of Hello World, out today for free, we tackle some big questions about AI and computing education. We also get practical with resources for your classroom.

Cover of Hello World issue 22.

Teaching and AI

In their articles for issue 22, educators explore a range of topics related to teaching and AI, including what is AI literacy and how do we teach it; gender bias in AI and what we can do about it; how to speak to young children about AI; and why anthropomorphism hinders learners’ understanding of AI.

Our feature articles also include a research digest on AI ethics for children, and of course hands-on examples of AI lessons for your learners.

A snapshot of AI education

Hello World issue 22 is a comprehensive snapshot of the current landscape of AI education. Ben Garside, Learning Manager for our Experience AI programme and guest editor of this issue, says:

“When I was teaching in the classroom, I used to enjoy getting to grips with new technological advances and finding ways in which I could bring them into school and excite the students I taught. Occasionally, during the busiest of times, I’d also look longingly at other subjects and be jealous that their curriculum appeared to be more static than ours (probably a huge misconception on my behalf).”

It’s inspiring for me to see how the education community is reacting to the opportunities that AI can provide.

Ben Garside

“It’s inspiring for me to see how the education community is reacting to the opportunities that AI can provide. Of course, there are elements of AI where we need to tread carefully and be very cautious in our approach, but what you’ll see in this magazine is educators who are thinking creatively in this space.”

Download Hello World issue 22 for free

AI is a topic we’ve addressed before in Hello World, and we’ll keep covering this rapidly evolving area in future. We hope this issue gives you plenty of ideas to take away and build upon.

Also in issue 22:

  • Vocational training for young people
  • Making the most of online educator training
  • News about BBC micro:bit
  • An insight into the WiPSCE 2023 conference for teachers and educators
  • And much, much more

You can download your free PDF issue now, or purchase a print copy from our store. UK-based subscribers for a free print edition can expect their copies to arrive in the mail this week.

Send us a message or tag us on social media to let us know which articles have made you think and, most importantly, which will help you with your teaching.

The post Hello World #22 out now: Teaching and AI appeared first on Raspberry Pi Foundation.