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Happy CSEdWeek from TCEA!

by Macee Hall
written by Macee Hall

At TCEA, computer science is near and dear to our hearts… In fact, it’s how our organization got its start! This week (Dec. 9-13, 2024) is Computer Science Education Week, or CSEdWeek, and we’re so excited to celebrate with you. Keep reading to discover the history and significance of this week, as well as some ideas to use in your K-12 classroom!

What is CSEdWeek?

CSEdWeek was officially launched on Dec. 6, 2009, when a group of educational and technological organizations joined forces to celebrate computer science in schools. This group, led by the Association for Computing Machinery (ACM), included many supporting organizations like the Computer Science Teachers Association (CSTA), the National Center for Women & Information Technology (NCWIT), the National Science Foundation (NSF), the Anita Borg Institute (ABI), the Computing Research Association (CRA), and leading tech companies like Google, Intel, and Microsoft.

According to CSEdWeek’s official website, “CSEdWeek is an annual call to action to inspire K-12 students to learn computer science, advocate for equity in computer science education, and celebrate the contributions of students, teachers, and partners to the field.”

Why was this week chosen?

CSEdWeek always falls on the week that includes December 9 as a way to celebrate the birthday of Grace Hopper, a pioneer in the computer science industry. Hopper served as a naval officer in the second World War and worked on early computers like the Mark I. Often referred to as “Amazing Grace” by those in the computer science field, she is well known for inventing the first compiler and popularizing both the terms “bug” and “debugging.”

The Timeline of CSEdWeek

2009: CSEdWeek is launched by a collective of computer- and education-focused organizations.

2010: Computing in the Core, a non-partisan advocacy coalition, adopted CSEdWeek, thus furthering the cause.

2013: Code.org founder, Hadi Partovi, starts the Hour of Code initiative. In its first year, the event included 15 million students from more than 150 countries around the globe.

2014: An executive committee of Computing in the Core passed a vote which made the Hour of Code initiative the primary centerpiece of CSEdWeek’s itinerary. Code.org would continue to lead the charge for the event’s worldwide celebration.

2015: The Hour of Code event reached 100 million hours total, making CSEdWeek the largest education technology campaign to date.

2020: The CSTA gained the rights to coordinate CSEdWeek’s festivities. While the Hour of Code program is still technically related to CSEdWeek, it remains the property of code.org.

2024: More than 200,000 Hour of Code events are held annually across more than 180 countries, bringing together educators, industry leaders, policymakers, and students to celebrate the future of computer science.

Ideas for Celebrating CSEdWeek

Want to bring CSEdWeek into your classroom? Check out these ideas!

  • Participate in the Hour of Code. This year’s theme is “Music Lab: Jam Session.”
  • Introduce Scratch, a visual programming language from MIT that’s great for beginners looking to create animations, stories, or games.
  • Build a website with HTML, CSS, or JavaScript! Try platforms like Glitch and CodePen.
  • Design 3D models with software like Tinkercad. If your school has a printer, you could even have students vote on which designs they’d like to see come to life!
  • Learn to code with the help of AI! Many AI tools offer awesome code conversion software.
  • Host interactive quizzes on computer science basics using platforms like Kahoot! or Quizizz.
  • Check out our Micro:Bit coding card activity!
  • Use logic puzzles and pattern recognition games to teach the foundations of coding to younger students.

How are you celebrating CSEdWeek?

There are so many fun ways to incorporate computer science into your classroom, this week and year round! Let us know how you’re celebrating CSEd in the comments below!

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Amazon Future Engineer
Coding/Computer Science

Unveiling Amazon’s Educational Treasures

by Peggy Reimers
written by Peggy Reimers

When I think of Amazon, what comes to mind is shopping, checking out reviews, and searching for free shipping options. But after the TCEA Librarian Conference this past June, my educator’s resource-antenna discovered something else: a treasure trove of free educational resources from Amazon’s Future Engineer program. Let’s explore four of them.

1. Amazon Career Tours

Screenshot by author

Looking for engaging ways to ignite your students’ interest in the future of work, explore potential careers, or promote computer science fields? Check out Amazon Career Tours. These gamified tours are currently offered through a Kahoot! which take students inside Amazon using videos followed by quizzes and polls.

The tours cover various topics like:

  • Amazon Music: Careers Behind the Beats
  • Data Center Tour 1: Uncovering Cloud Computing
  • Data Center Tour 2: Keeping Data Safe and Sustainable
  • Robotics FC Tours
  • Alexa in Space Tour

Each tour comes with a Teacher Toolkit containing a facilitator guide, key student learnings, student worksheets and certificates, and alignment with CSTA and NGSS standards. Geared for grades four and above, lessons range from 30 to 45 minutes. You can access the tours for free using a teacher account on Kahoot! or the solo play links on their website. More topics are in the works.

2. Computer Science Courses

Amazon offers free computer science courses through their Amazon Future Engineer program. The AFE program provides standards-aligned, culturally responsive curriculum and teacher training, all requiring no prior coding experience. They say “Anyone can teach these courses!” The CS courses are broken down by grade level and offered by two national providers:

  • Elementary School:
    • Code.org: Computer Science Fundamentals and Computer Science Connections
    • BootUp Professional Development: Scratch Jr. and Scratch Curriculum (District-Wide Sponsorship available)
  • Middle School:
    • Code.org: Computer Science Discoveries (CSD) and Computer Science Fundamentals – Express (CSF)
    • ProjectSTEM: CS Explorations 1: CS Fundamentals in Scratch, CS Explorations 2: AI in our World, CS Explorations 3: Creative CS
  • High School:
    • Code.org: CS Discoveries, CS Principles (Intro and AP), AP CSA
    • ProjectSTEM: CS Python Fundamentals, AP CSP, AP CSA

3. Scholarships and Internships

In 2024, Amazon Future Engineer Scholarships were awarded to over 500 high school seniors. Each student received up to $40,000 in paid tuition and a paid internship at Amazon. Applications for students interested in pursuing an engineering or computer science degree will reopen this fall for the 2025 cohort. Eligibility requirements and FAQs can be found here.

4. Alexas Skills Inventor

Alexa Skills Inventor program on MIT App Inventor

Teachers, spark your students’ interest in the future of technology with Alexa Skills Inventor! Built on MIT App Inventor, this program empowers students aged 14+ to code their own Alexa Skills without needing an actual Amazon device. Using a block code language, students can grasp the fundamentals of voice AI (Artificial Intelligence) and bring their creative voice assistant ideas to life. Educators can sign up for the Alexa Skills Inventor program to access pre-made lesson plans, slide decks, worksheets, and instructional videos.

I hope you forgot shipping calculations for a moment and explored the four resources highlighted in this blog. I could certainly see these being a catalyst to transform your classroom into a launchpad for future tech wizards, innovative thinkers, and curious learners. With just a little exploration, you might discover that Amazon can be a valuable teaching source.

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Created by author in Canva
Coding/Computer ScienceScience

Flowcharts and Mermaid Code: A Science Teacher’s Secret Sauce

by Miguel Guhlin
written by Miguel Guhlin

Getting students buzzing about the steps of a scientific process isn’t easy; helping them think through concepts and process, even harder. Imagine if you could engage them with flowcharts and learn the same critical content. One way to get it done is to combine flowcharts and coding.

Use flowcharts as visual tools that make student cognition visible to you and to peer learners. This can aide students in understanding and applying scientific concepts. What’s more, it can help with the new science Texas Essential Knowledge and Skills (TEKS).

A Quick Note: This blog entry shows examples of science-related flowcharts. I created each using Mermaid code, which I will explain later in the blog entry. You can see the code and the corresponding diagram online. A free mini-course for sixth grade students is also included and it’s great for grown-ups, too.

Visualize It

Flowcharts help students visualize the non-linear, iterative nature of scientific inquiry. It helps them see that science is more than a collection of cold facts. Instead, students practice decomposition and systematic disconfirmation.

Mermaid code

Let’s explore these two terms in the context of flowcharts.

Decomposition

Decomposition involves breaking complex problems or systems into smaller, more manageable parts. When this is done, it makes tough concepts more accessible. You can represent it in this way:

Then, you can solve the smaller problems on your way to take care of the big one.

Flowchart Examples

Consider these examples, only two of the several made and available to you online (get a copy of the Google Doc). All the flowcharts below were made by the author.

The Water Cycle

Use a flowchart to illustrate the stages of evaporation, condensation, and precipitation.

Decomposition of Food Waste in a Compost Bin

Those are simple examples. But flowcharts aren’t only about processes that occur in the world around us. They can also be about claims that are made.

Systematic Disconfirmation

Scientists have the opportunity to develop testable hypotheses, then spend time trying to show how wrong they might be. This process is known as systematic disconfirmation. It’s the “identification of evidence that contradicts or challenges an initial belief or theory” (source). Here’s are two ways to break it down.

Five-Step Process

You can also follow a three-step process to disconfirmation, such as:

As you can see, these processes have the potential to promote critical thinking and engineering practices.

Promoting Critical Thinking and Engineering Practices

Flowcharts do not only make concepts simpler to understand, they also promote critical thinking. Imagine presenting students with a scientific mystery to solve by breaking the problem down in manageable pieces. Then they apply a systematic disconfirmation process to it.

When students create their own flowcharts, they’re not just passively absorbing information but are also engaged in the idea construction process. They do this because they have to map out their processes and identify any missed steps. This fosters a sense of ownership over the learning process.

One way to introduce students to flowchart creation and thinking problems through is to have them use Mermaid code.

The Benefits of Coding

There is a lot of research on the value of teaching students to code. Below are just a few.

BenefitDescriptionSource
Improved Problem-Solving SkillsCoding helps students develop better problem-solving abilities by engaging them in logical and structured thinking processes.Brannon and Novak, 2019
Enhanced Cognitive SkillsLearning to code can improve cognitive skills such as planning, response inhibition, and mathematical problem-solving.Scherer et al., 2021
Increased Engagement and MotivationProgramming courses effectively motivate and engage students, making learning more interactive and enjoyable.Aljameel, 2022
Development of Computational ThinkingCoding fosters computational thinking, which includes skills like algorithmic thinking, pattern recognition, and abstraction.Popat and Starkey, 2019
Boosted Executive FunctionsCoding activities have been shown to improve executive functions such as planning and task management in young students.Coding in Primary Grades, 2019
Higher-Order Thinking SkillsCoding enhances higher-order thinking skills, including critical thinking and creativity.Brannon and Novak, 2019
Transfer of LearningSkills learned through coding can transfer to other academic domains, enhancing overall academic performance.Scherer et al., 2021
Perplexity Pro AI-generated table, all sources verified by author

Now that you’ve had the opportunity to see peer-reviewed research on the benefits of coding in K-12 classrooms, let’s take a look at a simple way to introduce it.

Introducing Mermaid Code

Coding has always been difficult for me, but I took to Mermaid code quickly. In the classroom, I want quick results that lead to success. That’s why I like Mermaid code as a way to introduce coding without scaring people off.

Explaining Mermaid Code

Here’s an AI-generated definition of Mermaid coding:

Mermaid coding is a special way of making simple drawings using words and symbols on a computer. It’s like giving the computer instructions to create pictures for you, such as boxes, circles, and arrows that connect them.

For example, you can tell the computer to draw a box and write “Start” inside it. Then, you can tell it to draw an arrow from the “Start” box to another box with the word “End” inside.

Mermaid coding helps you create diagrams, charts, and other visual things quickly without having to draw them by hand. It’s a fun and easy way to show ideas and how things work using a computer. In simple terms, Mermaid coding is like using a secret language to tell the computer what to draw for you.

This is a fun way to introduce rapid prototyping (a key component of the Engineering Design Process) at little to no cost. Students are able to adjust diagrams on the fly by editing the code. Let’s take a look at an example.

A Modified Water Cycle Example

To generate the code for the water cycle flow chart earlier in this blog entry, I used the code below:

mermaid graph TD; 
A[Evaporation] -->|B[Condensation];
B --> C[Precipitation]; 
C --> A;

With this example, one can easily begin to see how Mermaid code works. I can make modifications to that code to get different results:

graph TD;
    A[Evaporation] -->|Results| B[Condensation];
    B -->|Transforms into| C[Precipitation];
    C ---|Then begins again...| A;

As you can see, in this version of the flowchart, I’ve added labels for the connectors. This yields a different result than the one introduced earlier in this blog entry:

Simple and Adaptable

The secret to Mermaid is its linear nature. One thing leads to another. As a result of its predictability, Mermaid code integrates well with web technologies, such as:

  • HTML
  • Cascading Style Sheets (CSS)
  • JavaScript
  • Markdown editors
  • Project management software
  • Documentation generators

This is important because it means you can embed Mermaid diagrams into web pages. Introducing students to it is an on-ramp to learning coding.

Students then can begin to use Mermaid code in designing flowcharts about scientific processes. In time, they can use it for online tutorials, educational content, or interactive visualizations.

Here’s a short video tutorial that was helpful for me. This quick reference guide may also be helpful. A few more videos and resources appear at the end of this blog entry.

AI-Powered Mermaid Code Assistance

AI chatbots can generate Mermaid code for flowcharts based on simple text descriptions. For example, a student could describe a scientific process in plain language, and an AI tool could generate the corresponding Mermaid code:

Prompt Input: The water cycle involves evaporation, condensation, and precipitation. Evaporation leads to condensation, which leads to precipitation, and the cycle repeats.

Output:

graph TD;
    A[Evaporation] --> B[Condensation];
    B --> C[Precipitation];
    C --> A;

This AI-assisted approach can make the creation of flowcharts even more accessible and efficient for students. Try asking one of the following AI chatbots to develop code for a flowchart:

Then try that code in a markdown editor or free web-based tool. All of the solutions below support Mermaid code and are free:

Product NameEditor TypeAccount RequiredDevice
StackeditMarkdown editor with Mermaid code supportYes (Google-friendly, web-based, free)Desktop
JoplinMarkdown editor with Mermaid code supportNo (free, downloadable)Desktop or smartphone
Mermaid Live EditorMermaid code editorNo (web-based, free)Desktop
Mermaid LiveMermaid code editorNo (web-based, free but an account can be created)Desktop
Compiled by author

Mermaid Code Resources

Below you will find details on a five-module mini-course with 15 lessons in it that’s designed for sixth grade students as an introduction to Mermaid. Each module ends with a PBL scenario.

ModuleTitleLessonsPBL Scenario
1Dive into Mermaid Basics1. What Is Mermaid?
2. Drawing Your First Flowchart
3. Adding Styles to Your Flowchart		My Morning Routine
2Charting New Waters1. Understanding Graph Types
2. Creating Sequence Diagrams
3. Styling Sequence Diagrams		A Day in the Life
3Navigating Complex Diagrams1. Introduction to Gantt Charts
2. Creating Gantt Charts
3. Styling Gantt Charts		Planning a School Event
4Mastering Mermaid1. Advanced Flowcharts
2. Advanced Sequence Diagrams
3. Advanced Gantt Charts		Organizing a Science Fair
5Mermaid Masterpieces1. Combining Diagrams
2. Interactive Diagrams
3. Presenting Your Diagrams		Showcase Your Skills
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12 cards featuring cards 1, 2, 6, 11, and 12.
Coding/Computer ScienceSTEM/STEAM

12 Micro:bit Block Coding Cards

by Peggy Reimers
written by Peggy Reimers

The micro:bit is a pocket-sized computer that packs a powerful punch when it comes to engaging students in the world of coding. But where to start with it? This blog post provides 12 fun “finish the code” block coding cards designed for use with the MakeCode platform. 

What Is a Micro:bit?

Imagine a tiny computer with a 5×5 LED display, buttons, sensors (light, accelerometer, temperature), and the ability to connect with other devices. That’s the magic of the micro:bit! It’s a versatile tool that allows students to bring their creations to life through code.

Why Micro:bits Are Perfect for the Classroom

  1. Bridging the Gap Between Abstract and Concrete: Coding concepts can seem abstract. But with the micro:bit, students see their code translated into tangible actions on the device, creating a clear link between cause and effect.
  2. Coding Success from Day One: MakeCode’s intuitive block coding interface makes learning to code accessible, even for beginners. 
  3. Computational Thinking across the Curriculum: Problem-solving, critical thinking, and creativity are at the heart of computational thinking. Micro:bits can be integrated across various subjects, from engineering challenges in science to interactive storytelling in language arts.
  4. Learning from Mistakes: Mistakes are inevitable, and with micro:bits, they become valuable learning opportunities. Students can debug their code, iterate, and improve their problem-solving skills.
  5. Durability Built-in: Micro:bits are kid friendly, NOT kid proof.
  6. Plug-and-Play Simplicity: No complicated installations or drivers are needed. Simply connect the micro:bit to your computer and you’re ready to code.
  7. Budget-Friendly Choice: Compared to other STEM/STEAM educational tools,, micro:bits offer a cost-effective way to introduce students to the world of coding.

Introducing the Finish the Code Cards

My thought on the design of these 12 “Finish the Code” cards is that they can be assigned to students after certain blocks have been introduced. The cards cover 20 blocks of code in different combinations. You can access just the PDF file here to print and of course, laminate your own set of cards.

Bonus! I have also provided the Google Slide deck here. This resource includes:

  • Handy table with the specific blocks used for each card
  • 12 cards
  • A possible solution for each card

I could also see the Finish the Code Cards being used for the following:

  • Extension Activities: Challenge students to expand upon the provided code, adding complexity or incorporating new features.
  • Assessment Tools: The cards offer a quick and engaging way to assess students’ understanding of specific coding concepts.
  • Fun: Use the cards for a quick brain break or collaborative coding challenge, fostering a fun and engaging learning environment.
  • STEM Night: Students could use cards as challenges for friends and family.

With micro:bits and MakeCode, the possibilities for creative learning are endless! If you have a program that should be included in this set, please email me at preimers@tcea.org. If you need a learning experience on micro:bits, please check out the TCEA online course that my colleague Miguel Guhlin and I designed. This course is designed for the educator who wants to bring micro:bits into their classroom but is not sure where to start.

Happy coding!

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A whimsical little robot with the title "K-8 Coding and Robotics Activities with Teacher Clarity Questions" and an image of activity sheets for K-2, 3-5, and 6-8.
Coding/Computer ScienceCurricular Standards

A Scope and Sequence for Computational Thinking: Part 2

by Miguel Guhlin
written by Miguel Guhlin

You may recall that part one of this article shared a story. I had questioned a small private school about its coding curriculum vision. They had the tech but no clear plan. A curriculum map and content standards for computational thinking were absent or unavailable, and part one proposed a potential solution. In this follow-up article, we’ll delve into coding and robotics for grades K-2, 3-5, and 6-8. Keep reading to get activity sheets with digital tools, objectives, activities, and teacher clarity questions.

“Yes, you too can develop complex scope and sequences in a single bound through the AI magic of interactive prompt engineering. Come study with TCEA Prompt engineers and earn your ChatGPT for Educators and Artificial Intelligence digital badges, certificates, and CPE hours.”

-Miguel Guhlin, author

Breaking Activities Down Further

In grades K-2, 3-5, 6-8, you can see a natural progression for computational thinking through the use of digital tools that aid in coding. But generating projects and classroom activities can be an ongoing challenge. Luckily, AI tools can help. Let’s take a look at a detailed sampling of activities for K-8 generated through interactive prompt engineering and various AI tools.

K-2: Introduction to Coding

Digital Tools

Learning Objectives:

  1. Understand basic block coding concepts.
  2. Create simple stories and animations using Scratch Jr.
  3. Engage in basic robotics tasks with Sphero and Dash-n-Dot.
  4. Explore introductory engineering concepts with SPIKE™ Essential.

Activities:

  • Scratch Jr. Storytelling: Students will create a short, interactive story that includes characters moving across the screen, using basic block coding sequences. Questions for teacher clarity include:
    • What am I learning? You’re learning to make your own little stories on a computer. You’ll use blocks like puzzle pieces to tell the computer what you want your story’s characters to do.
    • Why am I learning it? It’s fun to tell stories, right? By making stories on the computer, you also learn how to solve problems and make your ideas come to life. It’s like being both a storyteller and a magician!
    • How will I know I learned it? You’ll know you’ve learned it when you can make a character move, jump, or even dance across the screen by yourself. If you can watch your story play out the way you imagined, you did it!
  • Robotics Exploration: Using Sphero and Dash-n-Dot, students will complete a series of challenges, such as navigating a simple maze, to understand cause and effect in coding. See teacher clarity questions below:
    • What am I learning? You’re learning to be a robot helper. You’ll use a tablet to tell robots named Sphero and Dash-n-Dot how to move around, like going through a maze.
    • Why am I learning it? Playing with robots helps you understand how things cause other things to happen, like how pressing a button can make the robot move. It’s important because it teaches you how to think step by step to solve a puzzle.
    • How will I know I learned it? You’ll know you learned it when you can make the robots go where you want them to, like through the maze without getting stuck. If the robot does what you planned, you’re a great robot helper!
  • Building Simple Structures: With SPIKE™ Essential, students will follow guided instructions to build simple machines or figures, introducing them to basic engineering concepts. See teacher clarity questions below:
    • What am I learning? You’re learning to build things like a young engineer. Using something called SPIKE™ Essential, you’ll put together pieces to make simple machines or figures.
    • Why am I learning it? Building helps you learn how things fit together and work. It’s like playing with your favorite building blocks but even cooler because you’re making machines that can move!
    • How will I know I learned it? You’ll know you learned it when you can follow the steps to build something on your own. If your machine or figure looks like the picture and can do something special, like move or spin, you did a great job!

Grades 3-5: Building Computational Thinking

Digital Tools

Learning Objectives:

  1. Develop problem-solving skills through more complex block coding projects.
  2. Introduce text-based coding concepts.
  3. Undertake intermediate robotics projects with SPIKE™ Prime.
  4. Apply the engineering design process in project development.

Activities:

  • Advanced Scratch Projects: Students will develop interactive games or stories that require logical thinking and sequencing, incorporating variables and conditional statements. Teacher clarity questions include:
    • What am I learning? You’re learning to create your own games and stories on the computer with Scratch. You’ll use coding to make things happen, like making a character move or score points in a game. You’ll learn about variables, which are like invisible boxes that can hold information, and conditional statements, which are like making the computer make decisions based on what you tell it.
    • Why am I learning it? Creating games and stories helps you become a better problem-solver. You’ll learn how to think logically, organize your ideas, and make your digital creations interact the way you want. It’s a fun way to learn how computers follow instructions and make your ideas come to life.
    • How will I know I learned it? You’ll know you’ve learned it when you can make a game or story that works the way you planned. If your character can move around and react to different situations because of the code you wrote, you’ve done it right!
  • Micro:bit Experiments: Introduction to simple text-based coding tasks, such as creating a digital thermometer or basic games, to understand inputs, outputs, and processing. A few teacher clarity questions:
    • What am I learning? You’re learning to program a tiny computer called Micro:bit to do cool things, like measure temperature or play simple games. You’ll write code using text, which is a bit like writing instructions for the Micro:bit to follow. You’ll learn about inputs, which are like the Micro:bit’s senses, and outputs, which are the ways it can respond or show you what it’s thinking.
    • Why am I learning it? Programming the Micro:bit teaches you how everyday technology works and how you can control it with coding. It’s exciting to see your code make something happen in the real world, like creating a gadget or a game. It also helps you understand how computers process information.
    • How will I know I learned it? You’ll know you learned it when your Micro:bit can do the task you programmed, like showing the temperature or playing a game you made. If it works just like you wanted, you’ve successfully learned how to program it!
  • SPIKE™ Prime Robotics: Design and program robots to complete specific tasks, such as carrying objects or navigating obstacles, emphasizing the iterative design process. Teacher Clarity questions:
    • What am I learning? You’re learning to build and program robots using SPIKE™ Prime. You’ll design your robot to do tasks, like picking up objects or moving through a course. You’ll also learn about the iterative design process, which means planning, building, testing, and improving your robot step by step.
    • Why am I learning it? Building and programming robots with SPIKE™ Prime helps you understand how technology can interact with the physical world. It’s a hands-on way to learn about engineering, coding, and problem-solving. You’ll see how your ideas can become real and work on improving them, just like real engineers do.
    • How will I know I learned it? You’ll know you’ve learned it when your robot can complete the task you designed it for. If it can carry an object or navigate an obstacle course because of how you built and programmed it, you’ve mastered the challenge!

Middle School (6-8): Applied Coding & Robotics

Digital Tools

Learning Objectives:

  1. Master text-based coding languages for app, game, and web development.
  2. Understand the fundamentals of computer science and software development.
  3. Design and implement advanced robotics projects that solve complex problems.
  4. Apply design thinking in developing technology solutions for real-world challenges.

Activities:

  • App Development: Using Swift or JavaScript, students will create a simple app that addresses a community need, focusing on user interface design and basic functionality. Teacher clarity questions:
    • What am I learning? You’re learning how to create an app using programming languages called Swift or JavaScript. This involves designing how the app looks and making it do things, like helping people in your community through technology. You’ll focus on the user interface, which is how users interact with your app, and the basic functions that make your app work.
    • Why am I learning it? Developing an app teaches you how technology can solve real-life problems. By focusing on a need in your community, you’re learning to think like a developer who not only codes but also considers how technology impacts people’s lives. It’s a way to combine creativity with technical skills and make a difference.
    • How will I know I learned it? You’ll know you’ve learned it when you’ve created an app that works — one that people can use to do something helpful or important for your community. If your app’s design is user-friendly and its functions perform as intended, you’ve successfully learned app development.
  • Game Development with Python: Design and code a game that incorporates complex logic, player scoring, and multiple levels. Teacher Clarity questions:
    • What am I learning? You’re learning to design and code a video game using Python, a powerful programming language. This includes creating the game’s logic, like how players earn points or advance through levels, and making sure the game is challenging and fun.
    • Why am I learning it? Game development with Python introduces you to complex programming concepts in a fun and engaging way. It helps develop critical thinking and problem-solving skills as you figure out how to make your game work. Plus, it’s a creative outlet that lets you bring your ideas to life.
    • How will I know I learned it? You’ll know you’ve learned it when you’ve built a game that others can play, with rules, scoring, and multiple levels that you designed. If players can interact with your game as expected and enjoy the challenge, you’ve mastered game development with Python.
  • Advanced Robotics with VEX: Simulate and build a robot that performs tasks in a virtual or real environment, such as environmental monitoring or assisting in daily tasks, using coding for control and automation. Teacher Clarity Questions:
    • What am I learning? In this adventure with VEX Robotics, you’re stepping into the role of both an engineer and a programmer. You’ll learn how to bring robots to life, giving them tasks to perform in both simulations and the real world. These tasks could range from keeping an eye on environmental changes to lending a hand with day-to-day chores. By writing code, you’ll be the brain behind the robot’s movements and actions, teaching it to think and act on its own.
    • Why am I learning it? Diving into advanced robotics with VEX Robotics isn’t just about building and programming robots for fun. It’s a powerful way to see firsthand how technology can be harnessed to address challenges we face every day, from monitoring our environment to making our lives easier. This journey equips you with a blend of critical thinking, creativity, and technical skills that are vital for innovators and problem solvers of the future.
    • How will I know I learned it? Your moment of triumph comes when your robot accomplishes the mission you’ve programmed it for. Whether it’s successfully navigating an obstacle course by itself or accurately collecting and reporting data about its surroundings, if your robot can carry out these tasks smoothly based on your instructions, you’ve nailed it. This shows not only your mastery of coding and robotics engineering but also your ability to turn ideas into real-world solutions.
  • Design Thinking Project: Identify a real-world problem, brainstorm solutions, prototype a technology-based solution, and test it, applying coding and robotics skills. Questions for teacher clarity include:
    • What am I learning? You’re learning the design thinking process, which is a way to solve problems by understanding the needs of people, brainstorming ideas, prototyping solutions, and testing to see what works. You’ll use your coding and robotics skills to create a technology-based solution for a real-world problem.
    • Why am I learning it? Design thinking teaches you to approach problems creatively and empathetically. It’s a valuable skill not just in technology, but in any field, because it focuses on finding innovative solutions that meet people’s needs. By applying this process, you’re learning to think like an inventor and an entrepreneur.
    • How will I know I learned it? You’ll know you’ve learned it when you can identify a problem, come up with a creative solution, build a prototype, and test it to see if it solves the problem effectively. If your solution works and meets the needs you identified, you’ve successfully learned and applied design thinking.
Get fun ideas for K-8 computational thinking activities, like making games, creating stories, programming robots, and solving problems!
Get the K-8 Activity Sheets

Get the PDF version of the Activity Sheets

In the end, these computational thinking activities do more than teach coding or building. They turn students into creators, thinkers, and solvers. Whether it’s building an app, crafting a game, making a robot, or solving real problems, students learn to make a real difference. They see how technology solves problems and brings ideas to life. A worthwhile endeavor, no?

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Two young girls using tablets to demonstrate computational thinking and coding skills. To the right, the title "A Scope and Sequence for Computational Thinking: Part 1" is displayed.
Artificial IntelligenceCoding/Computer Science

A Scope and Sequence for Computational Thinking: Part 1

by Miguel Guhlin
written by Miguel Guhlin

“What’s your vision for a coding curriculum?” I asked a small private school. They had collected technology but lacked a real plan. What was missing? A clear scope and sequence showing when they should introduce certain technology and an alignment with computational thinking standards. Let’s explore a potential solution.

Defining Scope and Sequence

Many schools have a complex series of scopes and sequences to cover various topics and content areas. “Scope” means the topics covered. “Sequence” is the teaching order. The aim is to build on previous lessons, including a certain level of repetition and review, then add on to these concepts and introduce new ones. In this way, students add to their knowledge with each lesson in a spiraling curriculum. This allows for a recursive review of key concepts, skills, or themes.

The iterative learning cycle is a process children use to master new skills like walking, feeding themselves, reading, and more. The cycle involves making an attempt, failing, evaluating what went wrong, refining the approach, and starting the cycle again. This process values failure and self-assessment.

Source: The Iterative Learning Cycle

The Benefits of Iteration

What is iteration? Repetition. The opportunity to revisit and review content is well-supported. The use of high-effect size instructional strategies can enhance learning. Iteration also facilitates long-term information retention. You may be wondering what instructional strategies get the job done. The ones below are well worth pairing with curricular standards and technology:

  • Retrieval Practice (d=0.49). A well-established strategy that increases access to retrieving “to-be-remembered” information. Entry and/or exit tickets and dice debriefs work well (source). This is also known as “practice testing” or “test-enhanced learning.”
  • Rehearsal (d=0.71). This is the repetition or organization of information that has entered short-term memory (source). It relies on images, photographs, or index cards and involves memorizing information through repetition.
  • Interleaved Practice (d=0.46). Implement a schedule of practice that mixes different kinds of problems. This strategy relies on a schedule of study that mixes different kinds of material within a single study session (source).
  • Spaced vs Massed Practice (d=0.65). This strategy involves implementing a schedule of practice that spreads out study activities over time (a.k.a. distributed practice).

As you might imagine, a strategy like Teacher Clarity (d=0.85) is also helpful. It is helpful because it sets the expectation for what students will learn. It does this through three questions students can answer in their own words:

  • Set the learning intention. Ask, “What am I learning?”
  • Explore the relevance. Ask, “Why am I learning it?”
  • Specify success criteria. Ask, “How will I know I learned it?”

Strategies like the Engineering Design Process (EDP) and Design Thinking are also beneficial. These have the potential to accelerate student achievement. You can group EDP and Design Thinking as Explicit Teaching Strategies (d=0.63). That is, as follows:

Explicit teaching is like building with scaffolds. It guides students with clear goals and reasons for learning new skills. Teachers show and explain the target. Then, they support practice with feedback until the student masters it. This strategy involves direct instruction, guided practice, and teaching until mastery.

A “discovery approach” isn’t as effective as Explicit Teaching Strategies. The latter gets better results, especially when one combines the previously mentioned strategies.

Getting Started with a Scope and Sequence

Thanks to the power of AI, generating a starting point for a scope and sequence need not be onerous. In a long prompt, I specified a variety of high-effect size strategies (those discussed above) as well as ISTE standards. The product yields a basic scope and sequence that addresses the needs of a specific school. The long prompt was edited interactively in a chat with ChatGPT 4.0 and other tools, yielding the following results.

Grade Level Focus Area Tools & Languages ISTE Standards Alignment Scope & Sequence
K-2 Introduction to Coding Scratch Jr., Sphero, Dash-n-Dot, SPIKE Essential Computational Thinker Begin with basic block coding concepts, incorporating retrieval practices like entry/exit tickets. Introduce storytelling, simple animations, and tactile interactions with Sphero, Dash-n-Dot, and SPIKE Essential for engaging robotics experiences. Use images and index cards for rehearsal. Activities are designed with teacher clarity and interleaved practice in mind.
3-5 Building Computational Thinking Scratch, Micro:bit, SPIKE PRIME Computational Thinker Progress to more complex block coding and introductory text-based coding. Incorporate basic and more advanced robotics with SPIKE PRIME, emphasizing the engineering design process. Projects are sequenced using spaced practice, and concepts are revisited to deepen understanding. Teacher clarity is maintained with explicit learning goals and success criteria for each project.
6-8 Applied Coding & Robotics Python, Swift, JavaScript, TinkerCAD Computational Thinker Focus on text-based coding, app and game development, and an introduction to advanced robotics concepts and design thinking challenges. Implement spaced and interleaved practices to tackle coding and robotics problems. Continue with explicit teaching strategies, ensuring students understand the relevance and application of their projects in real-world contexts.

In part 2 of this blog series, you will see more specific ideas that explore K-2, 3-5, and 6-8 use of coding and robotics. We will also look into specific teacher clarity questions and more examples. Stay tuned!

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TCEA Python Educator Course
Coding/Computer ScienceProfessional Learning

Announcing TCEA’s Python Educator Course

by Miguel Guhlin
written by Miguel Guhlin

Wish you could learn the most popular programming language in 2023? If your answer is, “Yes, and I wish I could teach it to my students in grades 5-12!” you are in for a treat. What is the most popular programming language? It is now Python. What’s more, the PopularitY of Programming Language Index (PYPL) ranks Python as high:

“Worldwide, Python is the most popular language. Python grew the most in the last five years.”

And, per the 2022 Octoverse report, the use of Python grew by more than twenty-two percent. It enjoys more than four million developers on GitHub. But, wait. You haven’t read the best part yet. Students in middle school are learning how to use Python. Why not prepare yourself and teach it?

Statistica Programming Language Chart showing Python as the number 1 programming language.
Chart Downloadable from Statista

Teachers Can Learn Python

Teachers now have access to a Python programming language course! The online, self-paced course is available through TCEA, a nonprofit education association. It’s mission? To advance “teaching and learning through the use of technology.”

Chart showing Python to be growing at a rapid rate compared to other programming languages.
Screenshot by Miguel Guhlin: StackOverflow | The Incredible Growth of Python

Participants in the Python Educator course get sample code and have the opportunity to work through hands-on projects. In the end, they learn and earn a certificate and digital badge.

Teaching Children to Use Python

The TCEA course developer, James Abela, serves as head of computing in an Apple Distinguished School in Kuala Lumpur. “We need to teach children skills that are useful,” says James Abela. You can use Python with popular STEM tools you may already use, such as the micro:bit.

Screenshot by Emily Horn | Microbit.org | The micro:bit Python Editor

Python Educator Course Details

This course teaches educators how to use Python tools and come up with exercises to use in the classroom. Educators who enroll in the course also get a free TCEA membership. Once completed, they receive the following:

  • 12 CPE credits
  • A digital badge
  • A digital certificate of completion

Course access lasts for one full year from the date of enrollment in the course. The course can be started at any point in the year and worked on in a self-paced manner.

Python Course Modules

The course includes five modules, shared below:

Module 1: Getting Started

Python is available on all devices from Chromebooks to iPads. Start by choosing the right development tools for you! Install these tools on your device or access Python development tools online, and make your very first program.

Module 2: Variables and Operators

A computer’s power is its ability to automate simple tasks. Start to harness some of that power via the use of variables and operators in Python.

Module 3: Selection

See the world as a computer sees it! Everything is a 1 or 0, true or false, yes or no. This is how every computer makes decisions. Learn to give the computer clear instructions to make effective selections.

Module 4: Iteration

Learn how to change your simple selections to speed through challenges with iteration. You will use loops that enable you to execute many instructions. This makes solving problems and performing calculations a quick task.

Module 5: Lists and the Random Function

Known for its data science and use of lists, Python enables you to organize and sort data. Learn how to use the random function to create simple games and data sets.

Now that you know what is in the course, let’s take a look at course prerequisites and who should take this course.

Course Prerequisites and Requirements

The purpose of this course is to provide foundational knowledge. The target audience is educators teaching grades 5-12 who want to start their Python learning journey. By the end of the course, you will have an excellent grounding in Python. You’ll also walk away with key computational concepts!

How to Sign Up

Although the course is available for $39 per person, a discounted price of $34 per person is possible if you sign up a group of 10 or more. Contact Miguel Guhlin (mguhlin@tcea.org) for pricing quotes for 10 or more people. Large groups can also pay via the TCEA Credit Card Authorization Form. Interested?

Learn More About Python!
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TA-TEKS Technology Applications and Computer Science Standards
Coding/Computer ScienceTechnology ApplicationsTEKS

What the New TA-TEKS Mean for Texas

by Kelli Erwin, Ed.D.
written by Kelli Erwin, Ed.D.

In the ever-evolving world of education, staying ahead of the curve is crucial, especially when it comes to preparing our students for the future. With the 2022 adoption of the TA-TEKS, there is a shift on the horizon for computer science and technology applications education in Texas. Let’s explore what the new Technology Applications Texas Essential Knowledge and Skills (TA-TEKS) mean for educators, students, and the entire educational landscape.

Understanding Proclamation 2024

The Proclamation 2024 instructional materials adoption marks a significant milestone in Texas education, ushering in a wave of changes that will reshape how computer science and technology applications are taught in schools. The Texas Education Agency (TEA) has worked to create a forward-thinking framework of standards that align with the demands of the 21st century. 

What’s New in the TA-TEKS

The new TA-TEKS, adopted in 2022, reflect a focus on equipping students with the skills needed to thrive in our increasingly digital world. By emphasizing problem-solving, critical thinking, higher-order thinking, and hands-on experiences, these standards aim to produce students who are not just consumers of technology but innovators and creators.

Broadened Curriculum

The revised TA-TEKS encompass a broader spectrum of topics within computer science. From coding and programming to data analysis and cybersecurity, the curriculum is designed to provide a comprehensive understanding, preparing students for a diverse array of future careers. By embedding communication and collaboration skills across the strands, it becomes more evident to teachers and students the importance of these concepts across all subjects and environments.

Real-world Applications

The TA-TEKS strongly emphasize connecting theoretical knowledge with practical, real-world applications. Teachers are encouraged to incorporate projects and activities that mirror the challenges students may face in college or future careers, fostering a deeper understanding and appreciation for the subject matter. With the changes in the standards, teachers need additional support to ensure students have not only the knowledge and skills but also the experience to solidify their learning. 

Inclusion of Emerging Technologies

Recognizing the rapid pace of technological advancement, the new TA-TEKS standards incorporate emerging technologies, such as artificial intelligence, machine learning, and the Internet of Things. This ensures that students are not only familiar with current technologies but are also prepared for the innovations of tomorrow.

Preparing Teachers for the Change

As Texas educators gear up for this transformative shift, there are several steps they can take to ensure a smooth transition and successful implementation of the new TA-TEKS.

Professional Development Opportunities

Learning.com provides TechApps for Texas, a SBOE-approved curriculum for the updated TA-TEKS.
Screenshot by Emily Horn: Learning.com TechApps for Texas Page

Teachers should actively seek professional development opportunities to familiarize themselves with the updated standards, curriculum, and teaching methodologies. Workshops, webinars, and resources designed specifically to support educators in adapting to the changes are a good place to start. Learning.com, a Platinum Partner to TCEA, will be offering a webinar series that walks educators through our newest solution, TechApps for Texas. TechApps for Texas is a computer science and technology applications curriculum that has been adopted by the Texas SBOE (State Board of Education). 

Collaboration and Networking

Building a supportive community of fellow educators is invaluable during times of change. Collaborating with colleagues, attending conferences, and participating in online forums enable teachers to share insights, strategies, and best practices for integrating the new TA-TEKS into their classrooms. TCEA’s annual convention and exposition will be held in Austin in February. It’s a great way to meet fellow educators and build deeper levels of support. 

Access to Updated Resources

The Texas State Board of Education has released its official list of adopted instructional materials to support teachers in implementing the new TA-TEKS beginning with the 2024-2025 school year. As the only state-adopted curriculum meeting 100% of the TA-TEKS for all grades K-8, Learning.com is committed to providing educators with the tools they need for success. Take advantage of the available resources, like this guide created by the TEA, to understand the newest TA-TEKS. 

TEA TA-TEKS Guide
Access TEA’s Guide

The TA-TEKS adopted in 2022, and the instructional materials adopted as part of Proclamation 2024 herald an exciting era for computer science and technology applications education in Texas. The new standards reinforce the high value that educators have in shaping the future of their students. By embracing the changes introduced in the new TA-TEKS, teachers can empower their students to become proficient problem-solvers, critical thinkers, and leaders in the digital age. Through collaboration, professional development, and access to cutting-edge resources, Texas educators are well-positioned to navigate this transformative journey and prepare their students for success in the ever-evolving world of technology.

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Coding/Computer Science

Eight Computer Science Resources for K-12 Educators

by Emily Horn
written by Emily Horn

December 4-10 is Computer Science Week! But what is computer science exactly? In the K-12 Computer Science Framework developed by the Association for Computer Machinery (ACM), Code.org, Computer Science Teachers Association (CSTA), Cyber Innovation Center (CIC), and National Math and Science Initiative (NMSI), computer science is defined as “The study of computers and algorithmic processes, including their principles, their hardware and software designs, their implementation, and their impact on society.” Within this definition, they’ve outlined core concepts and core practices of computer science:

Core Concepts
  • Computing Systems
  • Networks and the Internet
  • Data and Analysis
  • Algorithms and Programming
  • Impacts of Computing
Core Practices
  • Fostering an inclusive computing culture
  • Collaborating around computing
  • Recognizing and defining computational problems
  • Developing and using abstractions
  • Creating computational artifacts
  • Testing and refining computational artifacts
  • Communicating about computing
K–12 Computer Science Framework. (2016). Retrieved from http://www.k12cs.org.
K-12 Computer Science Framework
Explore the Framework

Careers in Computer Science

According to K12cs.org, “Computer science has driven innovation in every field and is powering approaches to many of our world’s toughest challenges.” That said, it is more important now than ever before to equip our students to be innovators and pioneers in the field of computer science. The US Bureau of Labor Statistics certainly backs this up by showing the annual pay for jobs in computer and information technology occupations to be much higher than the national average with a median yearly salary of $100,530 (May 2022). Additionally, through the year 2031, this occupation is projected to grow much faster than all other occupations at a rate of 13% compared to the average of 5.3%.

Why is computer science important?

Clearly, computer science is in our students’ futures. Learning.com proposes five reasons computer science education is important:

  1. Building a computer science pipeline: Preparing students in computer science will help fill a deficit caused by vacant positions in the field.
  2. Increasing students’ future career readiness: Student knowledge of computer science puts them at an advantage to be successful in the future workplace.
  3. Boosting equity in computer science: Minority groups and women are underrepresented. Providing all students with access to computer science education can help reverse this trend.
  4. Developing computer science skills: Building skills in this area provides students with knowledge that will support success in a number of domains outside of computer science.
  5. Cultivating adaptability: Computer science skills help students learn to grow as technology advances. So they are able to “re-skill and upskill to keep up with change.”

Let’s take a look at several resources that can equip us with information, curricular support, activities, and more.

Resources for Educators

1. CSEdWeek Resources Guide from Microsoft

You can access Microsoft’s guide by submitting some information in a very short form. Once you’ve completed the form, you’ll be given a link to access the guide. There, you’ll find information for Computer Science Week including teacher events and resources, student classes and events, and Hour of Code activities. Some of these will be useful throughout the school year!

2. Hour of Code Activities
Hour of Code Activities
Screenshot by the author: Hour of Code | VEXCode VR Activities Page

On their site, Hour of Code has many self-led tutorials and lesson plan activities for students in preschool through grade 12. These activities span topics like AI, Python, Scratch, robotics, and more. Highly recommend! Check out eight activities for VEXcode VR on topics like cleaning up the coral reef and collecting minerals with a rover. Each activity provides teacher facilitation information, student handouts, and certificates. You’ll find these activities to be appropriate for beginners, but extension activities are provided for more experienced coders.

3. Nasa Computer Science Resources
NASA computer science resources
Screenshot by the author: JPL’s Activities Page filter by Computer Science

Here are several Computer Science Week resources from the NASA Jet Propulsion Laboratory at California Institute of Technology. These can be used anytime! You’ll find three coding projects for students as well as educator resources for grades 3-12. In addition to these, there are eight classroom activities to explore among other technology topics.

4. Computer Science Week Events and Resources

Every year, CSEdWeek offers online events you can join for free. This year, they’ll be offering two events:

You can also host your own event like a class, school, or district Hour of Code. You can even find volunteers to come and speak to your students about computer science using these guiding questions. Check out the CSEdWeek website for more information and resources.

Screenshot by the author: Hour of Code Volunteer Search Page filtered by Austin, Texas
5. 2023 State of Computer Science Education

This is an interesting resource! Choose your state from the drop-down menu to view a PDF handout full of information. You’ll discover data on:

  • The average number of computing jobs that open up each month in your state
  • The average salary in your state for computer science-related jobs
  • How your state compares when it comes to access to high school computer science courses
  • How your state has advanced computer science in education through policy and funding initiatives
  • Ways that computer science opportunities for students can be increased
  • Statistics and data on high school computer science offerings and demographics
  • Percentages of public high schools by state offering foundational computer science
2023 State of Computer Science Education

You can also click Download Report to view the annual State of Computer Science report produced by Code.org Advocacy Coalition, Computer Science Teacher Association, and the Expanding Computing Education Pathways Alliance (ECEP). This report provides insight into computer science education policy, national trends and progress, national access and participation, and more.

6. CS Unplugged
CS Unplugged
Screenshot by the author: CS Unplugged | Binary Candles or Normal Candles on Your Cake Activity

Here you’ll find a wealth of free activities that promote computer science. CS Unplugged provides free resources for educators, remote educators, and students that include printables, activities, curriculum integrations, online lessons and courses, and more. If you’re teaching computer science concepts, you’ll want to check this one out!

7. Raspberry Pi Foundation

The Raspberry Pi Foundation is based in the UK. It offers training, resources, and online events about computing to educators for free. One specific resource offered is a free computing curriculum to use with students aged 5-16. While this curriculum is based on the national curriculum in England, I personally believe it can be easily adapted and is a great resource to pull from when teaching computer science concepts and skills. The curriculum has four stages, complete with teacher guides, curriculum maps, unit guides, and learning graphs:

  • Key stage 1 (ages 5-7) 12 units, 72 lessons
  • Key stage 2 (ages 7-11), 24 units, 144 lessons
  • Key stage 3 (ages 11-14), 19 units, 114 lessons
  • Key stage 4 (ages 14-16), 22 units, 178 lessons
8. Scratch
Scratch programming language
Screenshot by the author: Scratch | Example Educator Guide Overview

Scratch is a coding community that promotes computational thinking through the creation of stories, games, and animations. This site offers a rich array of resources for educators and students that are completely free and available in 70+ languages. Their educator guides give teachers a breakdown of Scratch activities, including a workshop overview, a checklist for preparation, a lesson plan, and suggestions for what to do next. Additionally, Scratch provides a Creative Computing Curriculum, developed by the Creative Computing Lab at the Harvard Graduate School of Education. This curriculum contains Google Slides units and activities that promote familiarity and fluency with computational thinking.

I hope you’ve found something on this list that will prove helpful for you as an educator and promote computer science in your classroom. Which one will you use? Are there others to add to the list? Let me know in the comments!

Additional Reading and Resources:
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Hacktivate Cybersecurity
Coding/Computer ScienceCybersecurityDigital Citizenship

Hacktivate: Cybersecurity for Grades 6 and Up

by Miguel Guhlin
written by Miguel Guhlin

“I made Hacktivate…because [of]…my daughter,” says Paul Hudson. Hacktivate is a huge, free cybersecurity resource. It’s targeted at children, ages 11-19. It includes 250 capture-the-flag-type activities and a huge simulated hack story. What’s more, Paul says, it’s “100% free!” Let’s take a moment to review a resource cybersecurity educators might want to use. And since October is Cybersecurity Awareness Month, it’s the perfect time to start growing student cybersecurity skills.

“There’s a video on the site. It shows how Hacktivate.io works. Plus, [there are] more videos for students that introduce them to key techniques. If you’re a parent of a secondary school kid, send the link to your school. Email hello@hacktivate.io to get an account.”

-Paul Hudson, @twostraws@mastodon.social, Hacktivate.io creator

What is Hacktivate?

Hacktivate.io describes itself in this way on their website:

  • Hacktivate is a capture the flag game for students aged 11-19.
  • It utilizes skills such as coding, encryption, networking, and more.
  • Students solve challenges online via a standard web browser.
  • Schools can create teams and watch students compete against each other.
  • There are 250 unique problems to solve.
  • Hacktivate is completely free for all schools in the United Kingdom to use.

I verified with the creator of Hacktivate that, while it is a UK-based program, Hacktivate is available to schools in the United States. However, dedicated support is not available. If you’re in the U.S., send an email to hello@hacktivate.io from your school or college email account to get started.

Hacktivate Student Login
Screenshot by the author: Hacktivate Student Login Page

Types of Available Problems

Students have access to solve 250 unique problems on a range of skills, including:

  • Coding
  • Cryptography
  • Steganography
  • Regular expressions
  • Rainbow tables
  • Networking
  • Hashing
  • ASCII
  • DNS

Based on cybersecurity knowledge and skills, Paul has organized problems into distinct categories. These problems (in four categories) allow students to contribute to team success. This is true even if they lack experience in all areas. Once students have completed all the challenges, they face the Big Hack.

Hacktivate Starter Activity
Screenshot by the author: Hacktivate.io Student View

The Big Hack

The Big Hack leverages the skills found in individual exercises. This can include JavaScript programming, DNS lookups, cookie manipulation, and GNU/Linux commands. And, of course, this isn’t everything. Students also use a free, open source, web-based security analysis tool. This tool is CyberChef, the cyber “Swiss army knife” of security:

This set of operations encompasses various encoding methods. Some examples include XOR and Base64, advanced encryption techniques, techniques like AES, DES, and Blowfish. Also, generating binary and hexadecimal representations of data and compressing and decompressing data are included. But it doesn’t end there. Calculating hashes and checksums, converting character encodings, and much more are also possible.

What does this mean for students? It means that a powerful resource for gaining cybersecurity knowledge and skills is available. And it’s available at no extra cost.

Hacktivate CyberChef Flow Chart
Screenshot by the author: Hacktivate.io Student View

Another benefit? Students are not affected by any real data or websites. What a relief for technology directors and network security administrators!

Mr Roboto Student Cybersecurity Activity
Screenshot by the author: Hacktivate.io Student View

Technical Requirements for Hacktivate

Students will need to have access to the following:

  • A computer with a modern web browser (e.g. Chrome, Safari, Firefox)
  • Access to the JavaScript console in the browser
  • Ability to view source functionality
  • Ability to download and inspect files saved to the device (e.g. pictures/scripts)
  • Access to CyberChef

Managing Teams and Students

To get started, send an email to hello@hacktivate.io from your school or college email account. Once you are in, you can start adding students and creating teams. To manage students and teams, Paul points out the following:

Hacktivate Test School view showing the admin console for student cybersecurity activities.
Screenshot by the author: Hacktivate.io Admin View

As a school admin, you can create as many teams and student accounts as you want, and test accounts are available. They will all be linked to your school. For each team, you can determine the following:

  • maximum question difficulty you want students to face
  • whether or not students should be visible on your school’s leaderboard
  • whether students should be given hints for free or lose points for using hints
  • whether or not students should have access to The Big Hack final challenge

You can use private-to-school leaderboards to display on a shared screen, refreshing every five seconds. Leaderboards show individual and/or team scores.

Student Cybersecurity Activity Scoreboard
Screenshot by the author: Hacktivate Scoreboard

Video Overview of Hacktivate

Paul Hudson provides an excellent video overview of Hacktivate.io.

As you can see, Paul has done a wonderful job preparing these resources for students in grades 6-16, ages 11-19. These activities can even be useful for adult learners. I had never heard of CyberChef, but given that it’s a free resource, why not use it to learn more? And that’s exactly what Paul offers in Hacktivate: the opportunity for teachers and students to learn and engage in cybersecurity.

Featured Image: Screenshot by author Hacktivate Home Page

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