Today’s data-driven tools can make many aspects of our personal lives less time-consuming, because they present us with options and even make decisions for us. By relying on predictive text features, we write messages more quickly and outsource our word choices. By using music and film recommendations, we outsource our personal taste. And by using AI chatbots that produce confident answers to every single one of our questions, we outsource our thinking.
Of course, I use and enjoy all of these products. But because I grew up before data-driven tools existed, I also know the accidental delights of exploring a city without a smartphone map, the joy of thoughtfully choosing a gift for a friend, and the satisfaction of comparing insurance quotes and understanding their details. These non-AI-assisted acts exercise my critical thinking skills — something that is harder to do in a world where AI products promise so much convenience.
Critical thinking is even more vital now in the age of AI. The brand-new issue of Hello World — and our new podcast mini series — offers research, advice, and practical resources for teaching young people, and ourselves, to think critically.
In issue 30 we share articles from educators who have already been thinking deeply about the role of critical thinking in the age of AI. They discuss a range of questions such as: What do educators bring to the table when teaching with digital technologies? Why AI professional learning should build teachers’ critical thinking, not just their confidence in using tools Whose knowledge is shaping AI?
Our feature articles also include: • Managing cognitive load for deeper thinking • AI systems in assessment • Promoting human decision-making
From the team at the Computer Science Teachers Association (CSTA) in the USA we have an article about their newly rewritten CSTA K–12 Standards, a research-backed framework designed to prepare students for a future that seems to be arriving very fast on some days. As their article says:
“AI can generate answers instantly, but understanding and evaluating answers still requires human judgement. In a world moving at supersonic speed, CS education needs to find a new balance. Students must learn to think critically so they can direct AI rather than being directed by it.” – Amanda O’Mara, Smita Kolhatkar, and Tiffany Jones in Hello World issue 30
Download Hello World issue 30 for free
Developing critical thinking skills is important for young people, regardless of the discipline you teach. In the age of AI, computing education is uniquely situated to cultivate this mindset, encouraging students to engage more thoughtfully with the AI tools they use daily.
Also in issue 30: • Flatgames • Predictive classroom systems • A physics meets technology project
Let us know which articles you found most helpful for your teaching or which resources you tried out by sending us a message or tagging us on social media.
Thank you to Oracle for sponsoring this issue of Hello World.
At the Raspberry Pi Foundation, we believe that alongside learning to code, a crucial part of computing education is building AI literacy skills. Amidst the rapid pace of development and the growing impact of AI tools, it is increasingly important for educators everywhere to feel equipped to address the topic of AI with their learners, to help young people understand their world, be responsible users of AI technologies, and prepare to become the future creators of these technologies.
We work at the leading edge of AI education, combining research and industry expertise with practical classroom experience to define what AI means for computing education, and how to best support teachers and learners to understand these technologies.
Whether you are a teacher, a Code Club mentor, or a parent, we have a wide range of free resources to help you teach your young people about AI, and learn more about it yourself.
Explore our teaching resources
We offer a variety of teaching materials to help you bring AI into your setting. You do not need to be a professional educator or have a background in computer science to use these resources, and we provide everything you need to guide your learners with confidence.
Experience AI is our free AI literacy programme, developed in collaboration with Google DeepMind. Through ready-to-use classroom resources, including lesson plans, presentations, and hands-on activities, the programme helps educators all over the world teach their learners about how AI works, as well as its wider social and ethical implications. You and your learners will investigate AI tools, explore real-world uses of AI, and engage with critical issues such as bias, fairness, and transparency, helping learners to understand AI and use it responsibly. The lessons currently available are designed for learners aged 11–14, and we are releasing resources for other age groups this year.
To help bring Experience AI to more educators and learners around the world, we work with a global network of partner organisations, who help us provide tailored and translated resources and offer localised, high-quality training and support for educators in their regions. Experience AI resources are currently available in 19 languages, and have already been downloaded in more than 180 countries. In recognition of its impact, in 2025 Experience AI was named a laureate of the UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICT in Education.
“[Experience AI] has definitely changed my outlook on AI. I went from knowing nothing about it to understanding how it works, why it acts in certain ways, and how to actually create my own AI models and what data I would need for that. I would 100% recommend others who don’t know much about AI to try it out.” – Student, Arthur Mellows Village College, UK
If you are looking to introduce school-aged young people to AI with short, beginner-friendly coding and digital making projects, take a look at our collection of Code Club projects about AI and machine learning. These projects are a great way to spark curiosity and investigate how AI and machine learning works.
In the projects, learners get hands-on with a range of AI tools and platforms, and explore different applications of AI, such as image recognition, voice recognition, and (for learners aged 13 and over) generative AI. For example, in Doodle detector, learners use Machine Learning for Kids with Scratch to create a machine learning application that can identify what they have drawn.
The projects feature clear step-by-step instructions, and many include video tutorials, to help learners work at their own pace and in a style that suits them. We also provide mentor guidance to help you prepare.
Learners can explore topics such as image classification through our collection of Code Club projects about AI and machine learning
For resources to support older learners to build their understanding of AI, head to Ada Computer Science. Ada Computer Science is our free online platform for computer science students and teachers, developed in partnership with the University of Cambridge. It provides comprehensive resources for learners aged 14–19 across the breadth of computer science, including detailed learning materials about AI and machine learning. The materials include helpful definitions, clear explanations, and carefully designed self-marking questions to support young people’s learning.
Learners aged 14–19 can build their knowledge of AI and machine learning on our Ada Computer Science platform
Explore our learning and training opportunities for educators
To help you build your knowledge around AI technologies and grow your confidence to teach your young people about this important topic, we offer a range of learning resources and professional development opportunities, all for free. They are open to everyone, so we invite you to dive into any that interest you.
For flexible, self-paced learning options, take a look at the following free online courses, which cover a range of topics within AI:
Introducing AI: Investigate how AI systems work and how to evaluate them, and explore the benefits, risks, and ethical issues related to them. This course is made up of 2 modules, and takes around 2–4 hours to complete.
AI literacy for teachers and school leaders: Learn how to support your students and staff to understand, use, and critically assess AI technologies. This course takes around 1–2 hours to complete.
Machine learning and AI: Discover machine learning and how it works, and train your own AI models using free online tools. This course is made up of 4 modules, and takes around 4–8 hours to complete.
Learn more about AI through our free online courses for educators
You might also be interested in Hello World, our free magazine and podcast for educators teaching computing and AI. Each magazine is packed with resources, discussions, news, and ideas, and you can subscribe to receive each issue as soon as it is released. The next issue, coming in July, will focus on critical thinking in the age of AI. You can download our previous issues to explore articles about a variety of topics within AI too. What’s more, you can continue your learning with the Hello World podcast, which accompanies the magazine and features discussions with educators and researchers from around the world. Visit the podcast page to discover previous episodes exploring vibe coding and programming education, AI education around the world, and more.
Hello World Issue 29 – Safety & security
To learn about research-informed teaching strategies to help you as you explore AI with your learners, you can read these short Pedagogy Quick Reads:
Anthropomorphism: Explore how to help learners avoid thinking of AI systems as human-like, to support their understanding.
Computational Thinking 2.0: Consider how computational thinking is evolving and how to help learners develop the computational thinking skills they need to understand modern digital systems involving AI.
Feedback literacy: Explore how feedback literacy can help teachers and learners interact effectively with feedback generated by AI tools.
A Pedagogy Quick Read entitled ‘The effects of anthropomorphisation on students’ mental models of AI’.
For more insights from computing education research, you can join our monthly online research seminars. Our 2026 research seminar series focuses on teaching about AI across the curriculum, delving into research on teaching and learning about AI from disciplines beyond computer science, including the arts, sciences, and humanities. Our next seminar takes place on 16 June, and you can catch up on previous seminars from our current series here. You can also explore our archive of recordings from previous seminar series, with themes including teaching about AI and data science, teaching programming (with or without AI), and more.
Bring AI into your classroom today
All of these resources and learning opportunities are available to anyone interested in educating young people about AI, anywhere in the world. We hope they help you gain understanding, confidence, and inspiration to guide your young learners to engage with AI safely and responsibly, and to learn valuable skills that will help them navigate their world.
“Let the students explore, advance, and grow. And who knows — maybe one of our students will go on to become a mentor or leader in this field someday.” – Ana Judith Zavaleta, computer science teacher, Mexico, speaking about Experience AI
If you are in the UK, you can also use these resources to get involved with the first-ever AI Awareness Day, a new nationwide campaign designed to build AI literacy across UK schools, which is taking place on 4 June.
At a time when artificial intelligence (AI) systems and tools based on large language models (LLMs) are being rapidly introduced into industries and daily life, the basic definition of ‘thinking’ and the essential skills we teach the next generation are being called into question.
Dr Shuchi Grover working with learners in a classroom.
In this interview, Dr Shuchi Grover, a leading voice in computing education who has recently become our Director of Research and Impact, shares how her work in computational thinking is evolving.
Can you share the story of your path in computer science (CS) education?
Most people in the education and CS education world know me from my research in computational thinking and K–12 CS education over the last 15 years. What is less known, perhaps, is that I started my career as a software engineer after completing my undergraduate and graduate studies in CS. About 25 years ago, I made a concerted shift to education, completing a Masters in Education from Harvard University in 2003, and then after a gap earning a PhD in the learning sciences (with a focus on K–12 CS education) from Stanford University in 2014.
Over these last two and a half decades, I have trained my efforts on helping young learners and school-aged children develop 21st-century competencies in computer science, data science, AI, and cybersecurity; as well as on STEM and non-STEM learning experiences that integrate computational thinking, AI, CS, and data science. My research has also attended to promoting interest and a sense of belonging in CS among learners from historically underrepresented groups.
I recently joined the Raspberry Pi Foundation as Director of Research and Impact. I feel very fortunate, as this role builds on all the work I have done over the course of my professional life and also affords me an unparalleled opportunity on a global scale to continue this work I’ve been so passionate about in both formal and non-formal learning settings.
You are well-known for your work on computational thinking. Since the development of LLMs, how has the definition of ‘thinking’ been changing?
This question is deep and thorny, and I’m not sure we have a complete answer to it yet. I believe that thinking as a human endeavour continues to be valid and means what it always has meant: a cognitive process that involves making new connections and creating meaning. In the education literature, thinking is often equated to problem solving. So teaching students ‘thinking skills’ has meant teaching them logic and ways to solve problems — typically in the context of a domain. In the context of K–12 CS education, computational thinking essentially means computational problem solving.
What changes with LLMs is not the definition of thinking itself, but rather what thinking skills students need most urgently. For students, the idea of ‘critical thinking’ has become much more critical (no pun intended) in an era when LLM-based tools offer quick and easy ways to produce answers. Students need to be equipped with the skills to evaluate AI outputs, and to follow up in deliberate and mindful ways to ensure that the AI-generated answer they ultimately take away is factually accurate, unbiased (to the extent that it can be), and valid for their context. They should also have the ability to recognise when an output is not suitable for their purposes, and when they would be better off approaching a problem or project as they would have in the pre-LLM era. These kinds of metacognition and evaluation skills must be crucial elements of AI literacy training.
How has data changed AI, and how has it impacted CS education?
Over the past 5 to 10 years, the scope, pervasiveness, and complexity of computing applications have grown substantially. This growth has been propelled by developments in AI and machine learning (ML). Many of the ML methods that underpin these developments have been in existence for much longer, but two key ingredients were still needed: large quantities of data, and the requisite computational power to process those quantities of data efficiently. Around 10 years ago, these became a reality. Combining so-called ‘big data’ captured from the countless human activities on the World Wide Web with new, powerful graphics processing units (GPUs) enabled AI scientists to build powerful prediction, classification and, most recently, generative AI models. Thus these scientists ushered in a new paradigm of computing that is data-driven.
This has expanded the scope of what we need to teach students as part of CS education. In the context of AI and ML, you now have traditional programs that follow the algorithmic, deterministic paradigm of programming, but also ML applications that follow a data-driven, non-deterministic/probabilistic paradigm. CS curricula must help students develop an understanding of both. And data and data science are the crucial connective tissue between CS and AI/ML, so data literacy (which also captures elements of data agency and data equity) is critical to CS and AI learning experiences.
Ethical issues in the context of data and AI have become more heightened and pertinent: issues of data privacy, safety, bias, responsible and explainable AI, and most importantly, impacts of AI systems on society. Understanding of these issues — what we can call ‘sociotechnical literacy’ — needs to be much more central to CS education now.
Considering the advances in AI and LLMs, what computing-related skills that we are used to teaching as part of CS are still relevant for young learners?
Let me begin by saying that there is no AI without CS. So understanding CS is important and foundational even in this age of AI and LLMs. The rationale for teaching CS and coding to learners aged 5 to 18 has always been primarily about (a) preparing the next generation to understand, and thrive in, a world where countless aspects of day-to-day life are driven by computing, and (b) providing them with the tools and skills for problem solving and creative expression. That goal has not changed. Foundational coding skills are still important and relevant for learners.
However, there is the new reality we must contend with: it is now easy to produce accurate code using LLM-based tools. We need good research on what this means in terms of how we teach coding. There are many questions related to this issue for which we need empirical evidence: What are the foundational skills for programming effectively with AI tools? What CS topics, skills, and concepts must we emphasise or de-emphasise? Could teachers be supported by generative AI tools in teaching coding, and if so, how? Will use of AI tools result in poor learning for students? How might students leverage LLM tools in ways that don’t harm their foundational understanding of coding concepts, and at what age and stage? What kinds of LLM tools are safe and suitable, and what preparation must students have before they use them? What bigger, more sophisticated projects might students create with the help of an LLM tool? How might LLM tools aid student learning through formative feedback? Can LLM tools aid in metacognition by prompting reflection at the right moments in a project? These are just some of the many, many questions we need to answer to shape CS education over the coming years.
Digital safety is a pressing concern in an increasingly connected world. In classrooms everywhere, educators face the challenge of supporting young people to learn about cybersecurity and to navigate online risks and the impact of AI tools and social media.
In issue 29 of Hello World, out today for free, educators all over the world share what digital safety and security mean in their classrooms. We hope this new issue will help you to actively empower your learners by equipping them with the understanding and skills to safely navigate our complex digital landscape.
How can educators connect learners to real cybersecurity experiences?
What does youth online safety look like in the Global South?
How is Australia’s youth ban on social media impacting young coders?
Other highlights from Hello World issue 29
Beyond the focus on safety and security, here are three highlights from issue 29:
Shuchi Grover explores what ‘thinking’ means in the current age of large language models (LLMs)
Sethi DeClerq provides a checklist of important questions to ask yourself before spending your precious budget on new education technology
Rachel Fenichel argues that block-based programming isn’t just for kids, highlighting how Blockly can be a helpful abstraction when talking about algorithms at any age or stage
The first episode is another edition of our teacher tips series, where computer science educators and experts from around the globe share practical, actionable tips that you can use in your classroom. In the upcoming episode, teachers will be sharing what works for them to engage students in cybersecurity, protect schools from cybersecurity breaches, and safely introduce generative AI to the classroom.
In the second episode, we’ll talk to Dr. Karla Badillo-Urquiola about her research in online safety in the Global South.
To listen to these podcasts, make sure you follow us in your preferred app, or head to helloworld.cc/podcast.
Share your thoughts and subscribe to Hello World
Visit helloworld.cc/29 to read our newest issue for free today, and let us know what you think by leaving a comment here or on our social media.
helloworld.cc is also where you go to subscribe and find older issues of Hello World magazine.
If you have a moment, do leave us a podcast review or share the magazine with a fellow educator. It really helps more people to discover Hello World.
To mark the start of 2026, we’re releasing a special episode of our Hello World podcast, which reflects on the key developments in computing education during 2025 and considers the trends likely to shape the year ahead.
Hosted by James Robinson, the episode brings together a conversation between three Foundation team members — Rehana Al-Soltane, Dr Bobby Whyte, and Laura James — and perspectives from colleagues and partners in Kenya, South Africa, and Greece.
The podcast is framed around three major themes that defined 2025: data science, AI literacy, and digital literacy, all of which continue to play an increasingly important role in education systems worldwide.
From a research perspective, Bobby explains that 2025 was about pulling together what we already know and making sense of it, to better understand what good data science education should look like, including curriculum design, pedagogy, and appropriate tools.
Laura focuses on resilience and creativity in computing education, as well as the growing presence of more personalised forms of artificial intelligence, which present both significant opportunities and complex ethical challenges.
The episode also examines barriers to the adoption of computing and AI education, including teacher confidence, limited access to devices, restrictive school IT policies, and the need for translated and localised resources.
Contributions from our colleagues around the world highlight stark contrasts in educational contexts, with challenges such as funding constraints, connectivity issues, and teacher training needs, alongside examples of innovation where educators are adequately supported.
What’s ahead
Looking ahead to 2026, Rehana outlines the potential of interdisciplinary approaches to AI literacy, integrating AI concepts into subjects such as geography, history, languages, and the arts to increase relevance and engagement (look out for our upcoming research seminar series on the topic).
Bobby anticipates a gradual shift towards more data-informed approaches to computing education, with greater emphasis on classroom-based trials and research that directly informs practice.
Laura offers a strong call to renew focus on cybersecurity education, arguing that security and safety must remain central as digital systems and AI technologies continue to evolve.
In a series of concise predictions, the speakers point to increased attention on explainable AI, wider integration of AI literacy across the curriculum, and renewed concern for digital safety and security.
More from Hello World
You can subscribe to Hello World and listen to the full podcast episodes from wherever you get your podcasts. Or you can find this and previous Hello World podcasts on our podcast page.
Also check out Hello World magazine, our free digital and print magazine from computing educators for computing educators.
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?
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
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.
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.
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.
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.
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.”
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.”
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.”
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.
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.
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.
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’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, 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’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.
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.
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.
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
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
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.
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.
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
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.
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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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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?
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.
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.”
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 thedigital 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.
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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.
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.
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 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?
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.
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.
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.
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.
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.
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.
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 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
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.
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.
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
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.
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.
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.
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.
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.
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!’
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.
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.
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.
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.
Share your thoughts and ideas about Hello World and the new issue with us on social media by tagging the Hello World Twitter/X or Facebook accounts
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
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.
Share your thoughts and ideas about the new issue and the topic on social media by tagging the Hello World Twitter/X or Facebook accounts
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