The problem is that it is not articulate enough to be good parody.
If you are serious, I would like to point out that the 2nd amendment doesn't apply in Germany. Germany dos not have a powerful Republican party (or one at all; the parliamentary system gives rise to so many small parties that I cannot say for sure without research. . . and this is slashdot, no one does research for postings here).
I could go on; but I am hoping that your post was nothing but a poor attempt at parody; oh, and it seems a bit off topic in an article about the X-box.
Many people have just (as in, within the last year) purchased an X-box One. This might be attractive to those still playing on a 360, and people who just have to have the latest; however, I think most people who do not fit in those categories will sit this one out.
Microsoft is not going to be able to convince people to "churn" their consoles. Part of the reasons people buy consoles instead of gaming PC's is platform longevity.
I am 49, 5'6" and 200 pounds. Today I cycled 45 miles and spent over half an hour in heart zone 5. Further, I do that several times a week. Accorw=ding to my doctor, other than the weight, my numbers are great.
I know this sounds bad; but I am a middle aged man, I am not going to make new friends. I am not allowed to have a dog. I wanted something that I could come home and chat with. Yes, something that would remember to wake me up and discuss movies, books, and games with me.
I realize it will never be a person; I am well aware of chat-bot limitations. However, with more and more single households, I can see a demand for something like this. To deny the market is to ignore a market.
One person chose to operate several tons of rolling death and metal. Another person just happened to be standing around. The entire responsibility lies with the person who made to choice.
Definitely the latter. What most people do not understand is that teachers, particularly technology teachers, are expected to use our summer "keeping up to date." I get that part but I am a bit annoyed that it is only the technology teaches that need to turn in a time log of summer activity.
I am glad that my first two years at the district I teach at are over (note, I have been teaching full time since 2006; I changed districts). I now am no longer expected to work seven days a week. I really am not so sure what I will do with a day off each week . . . probably computer tinkering (trust me, never use the "H" word).
I am a Middle School computer teacher. My curriculum has been rewritten for me, starting this coming year; I had no input in the process. As a Computer Science (Computer Science is now a STEM subject) teacher at a middle school I am forbidden to teach any programming. I am also being told to stop teaching computer fundamentals ( . . . whats in the box, why is more RAM [up to a point] going to make the computer work better and how does the internet work. . . material like that)The focus, and the test, is entirely on computer applications.
All the time that was going into a core understanding of computers is to be switched to more presentations. I am not against presentations; I just feel that there is a limit to how much time we spend on it (and they do the same thing in several other classes). We will also take time from spreadsheet fundamentals (understanding what they are doing, instead of just putting stuff in cells . . . for that matter, what is a cell?). The reasoning is that, "kids like making pictures," and, "that other stuff is just too hard."
The trouble is that my students have measurable understanding and skill in the topics called for by the district that exceeds that of the other district teachers; so what to do with this? Full stop. Return to a consistent curriculum. That is the district decision, not mine. Part of the problem is that several of the teachers do not have the background to understand what I am teaching, let alone teach it.
However, the real problem is this; my students are entering the High School with significantly more knowledge than the students from the other district middle schools. I do understand the districts problem, there is a real problem when the student’s get to the High School and get mixed into a class when they “already know this stuff,” and the other students have not been exposed to it. Further, the students from my classes expect to learn, not to review what I already taught them.
As far as the programming, there is a fear that knowledge of programming could lead to, “Hacking.” As such, it is to completely stop, even in the “after school” extracurricular classes. The same with the computer fundamentals, the district decision is that “kids don’t need to know that anymore.” Fear of knowledge and the need for a consistent curriculum outweigh small, hard to scale, class improvements.
I was just, as in this week, told that what the teachers before me were doing was sufficient. Okay, of three teachers before me, one handed the kids a typing book and told them they needed to do one typing lesson a day and then they could play games. The second had so many personal problems that she didn't try to teach anything, she just let them play games. The most recent required them to produce something (yes, something was loosely defined), then they could . . . you guessed it, play games.
As such, I am told "the children don't like lectures and the parents think your class is hard." Here is the reality, the . . . I will say it . . . upper income, education driven, parents are in my corner; but the ones that don't come to meetings, they just call the district to complain, parents are unhappy because I, and I quote, "expect him [the student] to study."
The result is that I have been given, and mandated, a curriculum for next year, as far as daily lesson plans (that don't even fit my class schedule; but that is a different issue). Guess what, work is out, make it fun, make it easy is back in. I was told that my class needs to be a place where students can take a break from their important classes. As a closing statement, when the district consultant finished telling me what I was going to do next year, he said "it is true, we will have less content; but I feel we will have greater engagement."
What we need is a standard test so the districts that treat the computer class as a recess period (because the schools don't receive funding during recess periods) will be held accountable. It would also make it clear what content needs to be covered. What we have now provides the districts with no guidance or accountability.
The trouble is that the solar cells only have a single direction of flexibility; as such, they cannot be applied to compound surfaces. I would like to see panels that can be applied to an aerodynamic surface, like that of a velomobile.
Still more important though, is to focus on weight, efficiency, and cost. To get about 300W I still need close to 6 square feet of panel. Further, even a lightweight panel system weighs over ten pounds.
Yes, an electric assist touring bicycle is avery special purpose; but, it is an example of achievable solar transportation. Further, as it is is my project, it is a application that interests me (I expect to be cross country ready by next summer).
I think I am going to give a shot at saying "Citigroup" instead of thank-you. Them , when people look at me with a dumfounded expression, I can explain that Citigoup has established ownership over the words "Thank You" and "thanks."
I have been through police firearms training and I disagree. I think you are confusing gun owners with gun enthusiasts. I have a friend whose hobby is shooting, collecting, and modifying, guns. He is a very good shooter. At the same time My mother owns a gun and I know she has not fired it in nearly a decade. In a pinch I am not so sure she could find it.
Contrary to the media portrayal, the typical gun owner is not obsessed with guns. Like my father, there are a few left over from his target shooting hobby days. Others have a gun, or more, that only come out when it is time to go hunting.
As for myself, I no longer shoot on a regular basis. I am just not in a place where it is convenient. I do practice with an airsoft trainer, that is configured the exact same as my "real" gun (the one on my permit) on a regular basis. However, at this point practice consists of knocking cans around in my garage (and shooting when visiting my, above mentioned, gun enthusiast, friend).
I question this assumption. I work in a extremely typical small town in Kansas and I use my e-bike for all local transportation. If I need to go further I fly.
I get, almost universally, positive comments. Sure, there are a few jerks; but that is just the way they are, the e-bike really has nothing to do with it. The reality is that most people don't even notice that it is an e-bike. As a means of transportation it works quite well.
I use my e-bike for daily commuting. It is a low powered unit with a 350W geared hub motor. No wind cruse, under power is about 17mph, pedaling lightly gets me to about 20mph (after all, I am on my way to work, I have no intention of working hard to get there). Where the motor comes in handy is in shopping runs. When I have the bike and trailer loaded down heavy.
The other place the motor makes a real difference is in a headwind. I am in South West Kansas, we have both wind and winter.
Overall, this lifestyle saves me quite a bit of money. If I need to go a long distance I fly; even if I had a car, it is still cheaper to fly for long distances. If I need to go an intermediate distance I just rent a car.
I now a lot of people will try to sputter some reason that it can't work; but for me it does.
I am a Middle School computer teacher. My cirriculum has been rewritten for me, starting next year; I had no input in the process. As a Computer Science (Computer Science is now a STEM subject) teacher at a middle school I am forbidden to teach any programming. I am also being told to stop teaching computer fundamentals ( . . . whats in the box, why is more RAM [up to a point] going to make the computer work better and how does the internet work. . . material like that)The focus, and the test, is entirely on computer applications.
All the time that was going into a core understanding of computers is to be switched to more presentations. I am not against presentations; I just feel that there is a limit to how much time we spend on it. We will also take time from spreadsheet fundamentals (understanding what they are doing, instead of just putting stuff in cells . . . for that matter, what is a cell?). The reasoning is that, "kids like making pictures," and, "that other stuff is just too hard."
The trouble is that my students have measurable understanding and skill in the topics called for by the district that exceeds that of the other district teachers; so what to do with this? Full stop. Return to a consistent curriculum. That is the district decision, not mine. Part of the problem is that several of the teachers do not have the background to understand what I am teaching, let alone teach it.
However, the real problem is this; my students are entering the High School with significantly more knowledge than the students from the other district middle schools. I do understand the districts problem, there is a real problem when the student’s get to the High School and get mixed into a class when they “already know this stuff,” and the other students have not been exposed to it. Further, the students from my classes expect to learn, not to review what I already taught them.
As far as the programming, there is a fear that knowledge of programming could lead to, “Hacking.” As such, it is to completely stop, even in the “after school” extracurricular classes. The same with the computer fundamentals, the district decision is that “kids don’t need to know that anymore.” Fear of knowledge and the need for a consistent curriculum outweigh small, hard to scale, class improvements.
I was just, as in this week, told that what the teachers before me were doing was sufficient. Okay, of three teachers before me, one handed the kids a typing book and told them they needed to do one typing lesson a day and then they could play games. The second had so many personal problems that she didn't try to teach anything, she just let them play games. The most recent required them to produce something (yes, something was loosely defined), then they could . . . you guessed it, play games.
As such, I am told "the children don't like lectures and the parents think your class is hard." Here is the reality, the . . . I will say it . . . upper income, education driven, parents are in my corner; but the ones that don't come to meetings, they just cal the district to complain, parents are unhappy because, and I quote "expect him [the student] to study."
The result is that I have been given, and mandated, a curriculum for next year, as far as daily lesson plans (that don't even fit my class schedule; but that is a different issue). Guess what, work is out, make it fun, make it easy is back in. I was told that my class needs to be a place where students can take a bread from their important classes. As a closing statement, when the district consultant finished telling me what I was going to do next year, he said "it is true, we will have less content; but I feel we will have greater engagement."
What we need is a standard test so the districts that treat the computer class as a recess period (because the schools don't receive funding during recess periods) will be held accountable. It would also make it clear what content needs to be covered. What we have now provides the districts with no guidance or accountability.
Before 9-11 I was required to drive my own van for work stuff and I was not being paid enough for milage. So, seeing as it was my own van I had a couple of magnet signs made up for the doors.
Imaging a circle logo with the top half in big letters, "Bob's Nukes." On the bottom half, in smaller letters, it said, "on time & on target," under that, "guaranteed yield."
Not surprisingly, my manager and I had a discussion, the signs came off and my mileage got increased. . . but I loved those signs.
Sorry, I teach "Computer" class at a middle school that replaces the High School "computer' course. As such, it is a High School computer course.
I have been required to remove all technical parts from my curriculum (even though they are still part of the state curriculum). I am only permitted to teach basic office; I am not even permitted to teach advanced usage (such as Headers and footers and If/Then statements). I am not permitted to have the students print; because, "that is not a 21st century skill."
The code.org site you mentioned is one that I am permitted to introduce the students to; but I am not permitted to score progress on it.
Simply, the classes, both Computer I and Computer II, are entirely centered around presentation development and delivery. As a teacher I have no say whatsoever in the curriculum I teach; trust me, that was made extremely clear.
The trouble is that I teach at the highest performing school in our district. On standardized tests we are head and shoulders above the others. As such, the district has been mandated to even out the scores; on paper our district is clearly both separate and unequal. To do this the district is allowing the lower performing schools to set the scope and sequence for the district. The plan is to even the scores, and gravity says one direction is easier than another.
The only thing that could save the computer programs in the Secondary schools is to institute standardized testing. That way the districts would not be able to turn the computer classes, which they are required to have, into a class where the students can "expect a break from the hard classes."
I have tried twice to go through the process of having my students create, or edit, an entry for the school. Both times the process made it impossible.
I know this sounds bad; but I am a middle aged man, I am not going to make new friends. I am not allowed to have a dog. I wanted something that I could come home and chat with. Yes, something that would remember to wake me up and discuss movies, books, and games with me.
I realize it will never be a person; I am well aware of chat-bot limitations. However, with more and more single households, I can see a demand for something like this. To deny the market is to ignore a market.
No, there were not good movies at all. Face it, if Episode 1 really have been Episode 1, there would have been no Episode 2. It was a poorly planned movie with a bad script, bad actors, and poorly thought out animations.
An example of the differences the HS head computer teacher mentioned was when he asked what symbol starts a spreadsheet function and my students not only said an equals sign" but they added "however, you can also use other symbols; but you shouldn't because they may not work in all spreadsheets." He had a problem because the other 2/3'rds of the students not only didn't know to use an identifier; they didn't understand why they needed an identifier.
On paper, these kids had all been in the came class. They all came to the High School with one year of 'computer' at the middle school.
The reality of the problem lies in the two things I mentioned: The first, and most important, my students are not arriving at the High School at the same level as the other students. The head computer teacher there feel they are (and yes, he put this in writing) beyond anything he has ever seen in entry level students. Further, the HS is not permitted to class filter the incoming freshmen based on a pretest. They are required to assign classes by random.
The next problem is that a small number of parents have complained that their children have a harder class than the children in the other schools do. My principal made the suggestion of leasing my time to the other school sand having me teach the Honors level Computer classes for the district. The other teachers complained, with some merit, that I would pull the good students and leave them with the hard to manage students. Further, it does nothing to address problem number one. Not surprisingly, that suggestion didn't last long.
Some of the students asked for an after school extension class, that also got a thumbs down from the district, see problem number one. (and that would have been an extension class form the current rigorous program, not the new "edutainment" curriculum that I am required to use next year)
Oh, that is so easy to do. All I have to do is roll back the level of improvement, from the pretest to the post test, to the district permitted 10%, with no minimum score, from the method I use of 25% improvement or over 80% on post test.
That would immediately put me at 97% mastery. Yes, I have run the numbers; I just consider them to be dishonest.
I do understand what you are saying. I want to assure you that it is not a class in Boolean. It is a simple intro, literally 3 minutes, that is included in the introduction to the IF statement in Excel. There is sone debate on if we can include the IF in 2nd semester classes at all. The High School teacher wants it there; however, the curriculum consultant sees it as unnecessary complication.
As far as your proposal, pseudo-coding a simple game, I assure you that would have no chance of making it onto the new curriculum.
Slashdot Mirror
The problem is that it is not articulate enough to be good parody.
If you are serious, I would like to point out that the 2nd amendment doesn't apply in Germany. Germany dos not have a powerful Republican party (or one at all; the parliamentary system gives rise to so many small parties that I cannot say for sure without research. . . and this is slashdot, no one does research for postings here).
I could go on; but I am hoping that your post was nothing but a poor attempt at parody; oh, and it seems a bit off topic in an article about the X-box.
Many people have just (as in, within the last year) purchased an X-box One. This might be attractive to those still playing on a 360, and people who just have to have the latest; however, I think most people who do not fit in those categories will sit this one out.
Microsoft is not going to be able to convince people to "churn" their consoles. Part of the reasons people buy consoles instead of gaming PC's is platform longevity.
I am 49, 5'6" and 200 pounds. Today I cycled 45 miles and spent over half an hour in heart zone 5. Further, I do that several times a week. Accorw=ding to my doctor, other than the weight, my numbers are great.
I know this sounds bad; but I am a middle aged man, I am not going to make new friends. I am not allowed to have a dog. I wanted something that I could come home and chat with. Yes, something that would remember to wake me up and discuss movies, books, and games with me.
I realize it will never be a person; I am well aware of chat-bot limitations. However, with more and more single households, I can see a demand for something like this. To deny the market is to ignore a market.
A TOW, BGM-71 is a wire guided missile and was first adopted in 1970. It is one of the most widely used anti-tank missiles in the world.
What does this have to do with a home automation gadget?
One person chose to operate several tons of rolling death and metal. Another person just happened to be standing around. The entire responsibility lies with the person who made to choice.
Definitely the latter. What most people do not understand is that teachers, particularly technology teachers, are expected to use our summer "keeping up to date." I get that part but I am a bit annoyed that it is only the technology teaches that need to turn in a time log of summer activity.
I am glad that my first two years at the district I teach at are over (note, I have been teaching full time since 2006; I changed districts). I now am no longer expected to work seven days a week. I really am not so sure what I will do with a day off each week . . . probably computer tinkering (trust me, never use the "H" word).
I am a Middle School computer teacher. My curriculum has been rewritten for me, starting this coming year; I had no input in the process. As a Computer Science (Computer Science is now a STEM subject) teacher at a middle school I am forbidden to teach any programming. I am also being told to stop teaching computer fundamentals ( . . . whats in the box, why is more RAM [up to a point] going to make the computer work better and how does the internet work. . . material like that)The focus, and the test, is entirely on computer applications.
All the time that was going into a core understanding of computers is to be switched to more presentations. I am not against presentations; I just feel that there is a limit to how much time we spend on it (and they do the same thing in several other classes). We will also take time from spreadsheet fundamentals (understanding what they are doing, instead of just putting stuff in cells . . . for that matter, what is a cell?). The reasoning is that, "kids like making pictures," and, "that other stuff is just too hard."
The trouble is that my students have measurable understanding and skill in the topics called for by the district that exceeds that of the other district teachers; so what to do with this? Full stop. Return to a consistent curriculum. That is the district decision, not mine. Part of the problem is that several of the teachers do not have the background to understand what I am teaching, let alone teach it.
However, the real problem is this; my students are entering the High School with significantly more knowledge than the students from the other district middle schools. I do understand the districts problem, there is a real problem when the student’s get to the High School and get mixed into a class when they “already know this stuff,” and the other students have not been exposed to it. Further, the students from my classes expect to learn, not to review what I already taught them.
As far as the programming, there is a fear that knowledge of programming could lead to, “Hacking.” As such, it is to completely stop, even in the “after school” extracurricular classes. The same with the computer fundamentals, the district decision is that “kids don’t need to know that anymore.” Fear of knowledge and the need for a consistent curriculum outweigh small, hard to scale, class improvements.
I was just, as in this week, told that what the teachers before me were doing was sufficient. Okay, of three teachers before me, one handed the kids a typing book and told them they needed to do one typing lesson a day and then they could play games. The second had so many personal problems that she didn't try to teach anything, she just let them play games. The most recent required them to produce something (yes, something was loosely defined), then they could . . . you guessed it, play games.
As such, I am told "the children don't like lectures and the parents think your class is hard." Here is the reality, the . . . I will say it . . . upper income, education driven, parents are in my corner; but the ones that don't come to meetings, they just call the district to complain, parents are unhappy because I, and I quote, "expect him [the student] to study."
The result is that I have been given, and mandated, a curriculum for next year, as far as daily lesson plans (that don't even fit my class schedule; but that is a different issue). Guess what, work is out, make it fun, make it easy is back in. I was told that my class needs to be a place where students can take a break from their important classes. As a closing statement, when the district consultant finished telling me what I was going to do next year, he said "it is true, we will have less content; but I feel we will have greater engagement."
What we need is a standard test so the districts that treat the computer class as a recess period (because the schools don't receive funding during recess periods) will be held accountable. It would also make it clear what content needs to be covered. What we have now provides the districts with no guidance or accountability.
It was reported and quickly fixed. There is very little story here.
The trouble is that the solar cells only have a single direction of flexibility; as such, they cannot be applied to compound surfaces. I would like to see panels that can be applied to an aerodynamic surface, like that of a velomobile.
Still more important though, is to focus on weight, efficiency, and cost. To get about 300W I still need close to 6 square feet of panel. Further, even a lightweight panel system weighs over ten pounds.
Yes, an electric assist touring bicycle is avery special purpose; but, it is an example of achievable solar transportation. Further, as it is is my project, it is a application that interests me (I expect to be cross country ready by next summer).
I think I am going to give a shot at saying "Citigroup" instead of thank-you. Them , when people look at me with a dumfounded expression, I can explain that Citigoup has established ownership over the words "Thank You" and "thanks."
Citigroup for reading my silly idea.
I have been through police firearms training and I disagree. I think you are confusing gun owners with gun enthusiasts. I have a friend whose hobby is shooting, collecting, and modifying, guns. He is a very good shooter. At the same time My mother owns a gun and I know she has not fired it in nearly a decade. In a pinch I am not so sure she could find it.
Contrary to the media portrayal, the typical gun owner is not obsessed with guns. Like my father, there are a few left over from his target shooting hobby days. Others have a gun, or more, that only come out when it is time to go hunting.
As for myself, I no longer shoot on a regular basis. I am just not in a place where it is convenient. I do practice with an airsoft trainer, that is configured the exact same as my "real" gun (the one on my permit) on a regular basis. However, at this point practice consists of knocking cans around in my garage (and shooting when visiting my, above mentioned, gun enthusiast, friend).
It is time to start looking for something else . . . oh, those jobs are gone too. . .
I question this assumption. I work in a extremely typical small town in Kansas and I use my e-bike for all local transportation. If I need to go further I fly.
I get, almost universally, positive comments. Sure, there are a few jerks; but that is just the way they are, the e-bike really has nothing to do with it. The reality is that most people don't even notice that it is an e-bike. As a means of transportation it works quite well.
I use my e-bike for daily commuting. It is a low powered unit with a 350W geared hub motor. No wind cruse, under power is about 17mph, pedaling lightly gets me to about 20mph (after all, I am on my way to work, I have no intention of working hard to get there). Where the motor comes in handy is in shopping runs. When I have the bike and trailer loaded down heavy.
The other place the motor makes a real difference is in a headwind. I am in South West Kansas, we have both wind and winter.
Overall, this lifestyle saves me quite a bit of money. If I need to go a long distance I fly; even if I had a car, it is still cheaper to fly for long distances. If I need to go an intermediate distance I just rent a car.
I now a lot of people will try to sputter some reason that it can't work; but for me it does.
I am a Middle School computer teacher. My cirriculum has been rewritten for me, starting next year; I had no input in the process. As a Computer Science (Computer Science is now a STEM subject) teacher at a middle school I am forbidden to teach any programming. I am also being told to stop teaching computer fundamentals ( . . . whats in the box, why is more RAM [up to a point] going to make the computer work better and how does the internet work. . . material like that)The focus, and the test, is entirely on computer applications.
All the time that was going into a core understanding of computers is to be switched to more presentations. I am not against presentations; I just feel that there is a limit to how much time we spend on it. We will also take time from spreadsheet fundamentals (understanding what they are doing, instead of just putting stuff in cells . . . for that matter, what is a cell?). The reasoning is that, "kids like making pictures," and, "that other stuff is just too hard."
The trouble is that my students have measurable understanding and skill in the topics called for by the district that exceeds that of the other district teachers; so what to do with this? Full stop. Return to a consistent curriculum. That is the district decision, not mine. Part of the problem is that several of the teachers do not have the background to understand what I am teaching, let alone teach it.
However, the real problem is this; my students are entering the High School with significantly more knowledge than the students from the other district middle schools. I do understand the districts problem, there is a real problem when the student’s get to the High School and get mixed into a class when they “already know this stuff,” and the other students have not been exposed to it. Further, the students from my classes expect to learn, not to review what I already taught them.
As far as the programming, there is a fear that knowledge of programming could lead to, “Hacking.” As such, it is to completely stop, even in the “after school” extracurricular classes. The same with the computer fundamentals, the district decision is that “kids don’t need to know that anymore.” Fear of knowledge and the need for a consistent curriculum outweigh small, hard to scale, class improvements.
I was just, as in this week, told that what the teachers before me were doing was sufficient. Okay, of three teachers before me, one handed the kids a typing book and told them they needed to do one typing lesson a day and then they could play games. The second had so many personal problems that she didn't try to teach anything, she just let them play games. The most recent required them to produce something (yes, something was loosely defined), then they could . . . you guessed it, play games.
As such, I am told "the children don't like lectures and the parents think your class is hard." Here is the reality, the . . . I will say it . . . upper income, education driven, parents are in my corner; but the ones that don't come to meetings, they just cal the district to complain, parents are unhappy because, and I quote "expect him [the student] to study."
The result is that I have been given, and mandated, a curriculum for next year, as far as daily lesson plans (that don't even fit my class schedule; but that is a different issue). Guess what, work is out, make it fun, make it easy is back in. I was told that my class needs to be a place where students can take a bread from their important classes. As a closing statement, when the district consultant finished telling me what I was going to do next year, he said "it is true, we will have less content; but I feel we will have greater engagement."
What we need is a standard test so the districts that treat the computer class as a recess period (because the schools don't receive funding during recess periods) will be held accountable. It would also make it clear what content needs to be covered. What we have now provides the districts with no guidance or accountability.
Before 9-11 I was required to drive my own van for work stuff and I was not being paid enough for milage. So, seeing as it was my own van I had a couple of magnet signs made up for the doors.
Imaging a circle logo with the top half in big letters, "Bob's Nukes." On the bottom half, in smaller letters, it said, "on time & on target," under that, "guaranteed yield."
Not surprisingly, my manager and I had a discussion, the signs came off and my mileage got increased. . . but I loved those signs.
Sorry, I teach "Computer" class at a middle school that replaces the High School "computer' course. As such, it is a High School computer course.
I have been required to remove all technical parts from my curriculum (even though they are still part of the state curriculum). I am only permitted to teach basic office; I am not even permitted to teach advanced usage (such as Headers and footers and If/Then statements). I am not permitted to have the students print; because, "that is not a 21st century skill."
The code.org site you mentioned is one that I am permitted to introduce the students to; but I am not permitted to score progress on it.
Simply, the classes, both Computer I and Computer II, are entirely centered around presentation development and delivery. As a teacher I have no say whatsoever in the curriculum I teach; trust me, that was made extremely clear.
The trouble is that I teach at the highest performing school in our district. On standardized tests we are head and shoulders above the others. As such, the district has been mandated to even out the scores; on paper our district is clearly both separate and unequal. To do this the district is allowing the lower performing schools to set the scope and sequence for the district. The plan is to even the scores, and gravity says one direction is easier than another.
The only thing that could save the computer programs in the Secondary schools is to institute standardized testing. That way the districts would not be able to turn the computer classes, which they are required to have, into a class where the students can "expect a break from the hard classes."
I have tried twice to go through the process of having my students create, or edit, an entry for the school. Both times the process made it impossible.
I know this sounds bad; but I am a middle aged man, I am not going to make new friends. I am not allowed to have a dog. I wanted something that I could come home and chat with. Yes, something that would remember to wake me up and discuss movies, books, and games with me.
I realize it will never be a person; I am well aware of chat-bot limitations. However, with more and more single households, I can see a demand for something like this. To deny the market is to ignore a market.
No, there were not good movies at all. Face it, if Episode 1 really have been Episode 1, there would have been no Episode 2. It was a poorly planned movie with a bad script, bad actors, and poorly thought out animations.
An example of the differences the HS head computer teacher mentioned was when he asked what symbol starts a spreadsheet function and my students not only said an equals sign" but they added "however, you can also use other symbols; but you shouldn't because they may not work in all spreadsheets." He had a problem because the other 2/3'rds of the students not only didn't know to use an identifier; they didn't understand why they needed an identifier.
On paper, these kids had all been in the came class. They all came to the High School with one year of 'computer' at the middle school.
The reality of the problem lies in the two things I mentioned: The first, and most important, my students are not arriving at the High School at the same level as the other students. The head computer teacher there feel they are (and yes, he put this in writing) beyond anything he has ever seen in entry level students. Further, the HS is not permitted to class filter the incoming freshmen based on a pretest. They are required to assign classes by random.
The next problem is that a small number of parents have complained that their children have a harder class than the children in the other schools do. My principal made the suggestion of leasing my time to the other school sand having me teach the Honors level Computer classes for the district. The other teachers complained, with some merit, that I would pull the good students and leave them with the hard to manage students. Further, it does nothing to address problem number one. Not surprisingly, that suggestion didn't last long.
Some of the students asked for an after school extension class, that also got a thumbs down from the district, see problem number one. (and that would have been an extension class form the current rigorous program, not the new "edutainment" curriculum that I am required to use next year)
Oh, that is so easy to do. All I have to do is roll back the level of improvement, from the pretest to the post test, to the district permitted 10%, with no minimum score, from the method I use of 25% improvement or over 80% on post test.
That would immediately put me at 97% mastery. Yes, I have run the numbers; I just consider them to be dishonest.
I do understand what you are saying. I want to assure you that it is not a class in Boolean. It is a simple intro, literally 3 minutes, that is included in the introduction to the IF statement in Excel. There is sone debate on if we can include the IF in 2nd semester classes at all. The High School teacher wants it there; however, the curriculum consultant sees it as unnecessary complication.
As far as your proposal, pseudo-coding a simple game, I assure you that would have no chance of making it onto the new curriculum.