Eleven billion, eight hundred and eleven million, one hundred and sixty thousand and sixty four

Reading the various tweets and blogs that emanated from Research ED 14 this past week have probably had a very different meaning to most everybody else than they have to me. Not because I have no interest in the content of the event, I do, most decidedly. I regret not attending. But to be honest,… Read More Eleven billion, eight hundred and eleven million, one hundred and sixty thousand and sixty four

September 14, 2014October 29, 2014 mikercameron6 Comments

The significance of confidence levels

Grrr. I was intending that my next post would be a follow-up to this one, but events, dear boy, events! So, Nesta and The TES commission YouGov to run a survey on teachers levels of confidence in delivering the new Computing curriculum. They may well have their own motives for asking the particular set of… Read More The significance of confidence levels

July 12, 2014 mikercameron2 Comments

Flipping things

This week we have two groups appearing on the edu scene to show schools the way to work with technology. The Year of Code arrived to fairly universal derision, with a Chief Exec who, by her own admission, couldn’t code. It has a group of ‘advisors’ who have a fairly limited number of actual coders… Read More Flipping things

February 8, 2014May 18, 2014 mikercameron1 Comment

A self-indulgent post about connections

What I am going to try and say in this post is that stuff is complicated and connected. Learning, teaching, working. Everything. So if you have neither the time of the inclination to waste several minutes of your life reading my drivel, then you can take that and go. Of course, if you disagree violently… Read More A self-indulgent post about connections

November 23, 2013October 29, 2014 mikercameron

Computing – moving forward with a content model

Before looking at the detail of what content is required in any curriculum, and consequently any qualification derived from it, it is important to consider its purpose. I want to cover some broad areas of my thinking in this post before moving on to detailed PoS in the next. So bear with me a while.… Read More Computing – moving forward with a content model

April 28, 2013May 18, 2014 mikercameron

Computing – moving forward

The new National Curriculum Programme of Study for Computing is currently in draft. The following is a starting point to discuss how this quite brief document can be turned into a full scheme of work across all Key Stages. It cannot be emphasised too greatly that the PoS is currently subject to consultation so readers… Read More Computing – moving forward

April 17, 2013April 23, 2013 mikercameron

Computational thinking

Whilst there is still a consultation underway for the new National Curriculum, I think it is fair to assume that we should not expect to see too many major amendments coming out of it. My focus here will be on the ICT/Computing programmes of study. This will the first of a number of posts about… Read More Computational thinking

April 16, 2013April 27, 2013 mikercameron3 Comments

The rabbit arrives, but it looks like a hare to me

Last year after the SoS spoke at BETT I blogged about his speech here and specifically highlighted what he said about the possibility of Computer Science being included in the Ebacc. On that point I said: Inclusion in the the Ebacc (potentially) is the game changer that will drive more schools, teachers and therefore students into Computer Science.… Read More The rabbit arrives, but it looks like a hare to me

January 30, 2013January 30, 2013 mikercameron

Distant Ramblings on the Horizon

cogitations on technology and learning

Category: computer science