Okay, it doesn’t rank with William Gladstone’s “Justice delayed is justice denied,” but I’m keenly aware that class B’s Studio 218 has now been delayed twice—a fact for which I am in equal parts responsible and sorry.
It’s been hard to find the rhythm for our combined grade-11/grade-12 class which will allow for the playing of music—that is, a work period which doesn’t require a lesson.
The “Irish Question” was eventually settled to (most) everyone’s satisfaction. I hope that the “Studio 218 Question” will eventually be settled, too.
2011-02-28
2011-02-25
Making your surgeon a better carpenter
“The hope is that computer assistance makes your surgeon a better carpenter.” So said Dr. Burton Ma, of the Department of Computer Science and Engineering at York University, as he gave my senior students—and several hundred more from other GTA schools—a lucid, well-organized, and sometimes gory look at the marvels made possible by the fusion of contemporary computer science and cutting-edge (pun!) medicine.
Thanks to the kindness of Faculty of Science and Engineering Liaison Officer Katrina Angel, nearly 40 of my students and I were treated to presentations by Dr. Ma, the York University Rover Team—three podium finishes in the last three years!—a demonstration of computer (in)security by a team of graduate students led by Dr. Bill Tzerpos—who’s worked with one of the designers of Turing, our great introductory programming language—and a rather generous snack which easily became lunch!
Of course, my students were the most polite and engaged: they asked many thoughtful questions and conducted themselves with maturity and poise. It was an exciting day for all, not least because many had never before been on a university campus, nor taken such a complicated trip on The Better Way!
I was proud and pleased that our school was represented at Links to Computing Day by such a fine contingent of future “carpenters,” security experts, and Martian explorers!
Thanks to the kindness of Faculty of Science and Engineering Liaison Officer Katrina Angel, nearly 40 of my students and I were treated to presentations by Dr. Ma, the York University Rover Team—three podium finishes in the last three years!—a demonstration of computer (in)security by a team of graduate students led by Dr. Bill Tzerpos—who’s worked with one of the designers of Turing, our great introductory programming language—and a rather generous snack which easily became lunch!
Of course, my students were the most polite and engaged: they asked many thoughtful questions and conducted themselves with maturity and poise. It was an exciting day for all, not least because many had never before been on a university campus, nor taken such a complicated trip on The Better Way!
I was proud and pleased that our school was represented at Links to Computing Day by such a fine contingent of future “carpenters,” security experts, and Martian explorers!
2011-02-24
The best students!
I really think I have the best students!
My grade-10s are taking seriously the challenge I set them earlier this week: If you want the privilege of using computers when I’m absent and there’s a Guest Teacher in class, you must demonstrate exemplary behaviour. Today, without exception, everyone was working hard in our review lesson and in independent study. And I’m confident that everyone will give the Guest Teacher and the Student Hosts her full cooperation tomorrow. In fact, I’m looking forward to a glowing report!
My grade-11s and -12s are taking seriously the challenges of thinking differently about programming—shifting from the procedural to the object-oriented paradigm—and learning in a split-grade classroom. There’s much uncertainty in the room, but much confidence in their abilities to meet the challenges over time. I also like to think that their quiet cooperation and patience reflects their confidence in me, but I might just be imagining that!
My IB grade-11s wrote the Cayley Contest today, and their aplomb was inspiring: The contest administration was smooth, quiet, efficient, and calm. Really, I think I needn’t have been in the room! (But don’t worry, University of Waterloo, I was there!) As I observed my students concentrated effort, I marvelled at their maturity and composure.
Really, I think I have the best students!
My grade-10s are taking seriously the challenge I set them earlier this week: If you want the privilege of using computers when I’m absent and there’s a Guest Teacher in class, you must demonstrate exemplary behaviour. Today, without exception, everyone was working hard in our review lesson and in independent study. And I’m confident that everyone will give the Guest Teacher and the Student Hosts her full cooperation tomorrow. In fact, I’m looking forward to a glowing report!
My grade-11s and -12s are taking seriously the challenges of thinking differently about programming—shifting from the procedural to the object-oriented paradigm—and learning in a split-grade classroom. There’s much uncertainty in the room, but much confidence in their abilities to meet the challenges over time. I also like to think that their quiet cooperation and patience reflects their confidence in me, but I might just be imagining that!
My IB grade-11s wrote the Cayley Contest today, and their aplomb was inspiring: The contest administration was smooth, quiet, efficient, and calm. Really, I think I needn’t have been in the room! (But don’t worry, University of Waterloo, I was there!) As I observed my students concentrated effort, I marvelled at their maturity and composure.
Really, I think I have the best students!
2011-02-23
The 411 on 911
I’m always delighted to give extra help to students who were not able to get their questions answered during class or who encountered homework troubles that couldn’t be answered via our wiki’s Discussion forum and e-mail. I ask only that these students allow themselves enough time to benefit from that extra help.
Extra help is available every morning in our lab—and most lunch periods, too—but it benefits students little if they arrive just a few minutes before the start of class. This makes sense, doesn’t it?
Extra help is available every morning in our lab—and most lunch periods, too—but it benefits students little if they arrive just a few minutes before the start of class. This makes sense, doesn’t it?
The 911 on 411
Special thanks are due Class C, today! Their lesson was a bit muddled, but they took it in their stead with their usual patience and good will. I’ll try to do better next period!2011-02-22
Java has changed our world
Today, with technology such a part of our daily lives, we take it for granted that we can be connected and access applications and content anywhere, anytime. Because of Java, we expect digital devices to be smarter, more functional, and way more entertaining.
In the early ’90s, extending the power of network computing to the activities of everyday life was a radical vision. In 1991, a small group of Sun engineers called the “Green Team” believed that the next wave in computing was the union of digital consumer devices and computers. Led by James Gosling, a Canadian, the team worked around the clock and created the programming language that would revolutionize our world: Java.
The Green Team demonstrated their new language with an interactive, handheld home-entertainment controller that was originally targeted at the digital cable-television industry. Unfortunately, the concept was much too advanced for them. But it was just right for the Internet, which was just starting to take off. In 1995, the team announced that the Netscape Navigator Internet browser would incorporate Java technology.
Today, Java not only permeates the Internet, but also is the invisible force behind many of the applications and devices that power our day-to-day lives. From mobile phones to handheld devices, games and navigation systems to e-business solutions, Java is everywhere!
This posting is taken from The History of Java Technology. You might also like to read the Java History Timeline. The image of Duke, the cartoon character associated with Java, is from Duke: Java Glossary.
2011-02-17
Joyful noise!
The last classes of the week are often my favourite—not because the work week is ending, but because Lab 218 is transformed into Studio 218 on the last day of each week. Students prepare, in advance, a playlist of legal, non-pirated music for the enjoyment of the entire class, and the lab—I mean, studio—is filled with a joyful noise!
I’ve never been disappointed with my students’ musical selections, and I’m often exposed to new artists whose albums I can buy and enjoy at home.
Today’s playlist was produced through the collaboration of Doggy Dog Dog, and everyone was appreciative of their efforts.
I look forward to next week’s “noise!”
I’ve never been disappointed with my students’ musical selections, and I’m often exposed to new artists whose albums I can buy and enjoy at home.
Today’s playlist was produced through the collaboration of Doggy Dog Dog, and everyone was appreciative of their efforts.
I look forward to next week’s “noise!”
2011-02-16
Links to computing
The good folks at the Department of Computer Science & Engineering of York University have offered my senior students a great opportunity to learn about links to computing at a special orientation day. We’re pretty excited about that!
Computer science is about so much more than programming—though programming is major neat! Computer Science (CS) spans the range from theory to practice to cutting-edge inventions. CS makes graduates aware of new technologies and new ideas and is a foundation for many different computing careers. Computer scientists do varied work. They design and build software and create efficient solutions to real-world problems in fields such as robotics, computer-enhanced vision, and digital forensics. Individual computer science programs allow students to specialize in one or more of these fields.
Computer science is computer engineering (CE): CE students study the design of digital hardware and software including communications systems, computers, and devices such as phones, MP3 players, DVRs, alarm systems, x-ray machines, and even laser surgical tools. Increasingly, CE specialists integrate customized hardware and embedded software, to improve existing technologies and invent new ones.
And computer science is Information Systems (IS): IS specialists design computing solutions that provide companies, non-profit organizations, and governments with the information they need to achieve their goals. IS employs computer systems to implement and improve the way organizations work. IS professionals combine their knowledge of computing and organizations to bridge the gap between technical and business specialists. Most IS programs are found in business schools, and may go by such names as management information systems, computer information systems, or business information systems. All IS degrees combine business and computing topics, but the emphasis between technical and organizational subjects varies.
Of course, computer science is even more: Information Technology, Software Engineering, Informatics, …
What are your links to computing? How will computing science star in your future?
Computer science is about so much more than programming—though programming is major neat! Computer Science (CS) spans the range from theory to practice to cutting-edge inventions. CS makes graduates aware of new technologies and new ideas and is a foundation for many different computing careers. Computer scientists do varied work. They design and build software and create efficient solutions to real-world problems in fields such as robotics, computer-enhanced vision, and digital forensics. Individual computer science programs allow students to specialize in one or more of these fields.
Computer science is computer engineering (CE): CE students study the design of digital hardware and software including communications systems, computers, and devices such as phones, MP3 players, DVRs, alarm systems, x-ray machines, and even laser surgical tools. Increasingly, CE specialists integrate customized hardware and embedded software, to improve existing technologies and invent new ones.
And computer science is Information Systems (IS): IS specialists design computing solutions that provide companies, non-profit organizations, and governments with the information they need to achieve their goals. IS employs computer systems to implement and improve the way organizations work. IS professionals combine their knowledge of computing and organizations to bridge the gap between technical and business specialists. Most IS programs are found in business schools, and may go by such names as management information systems, computer information systems, or business information systems. All IS degrees combine business and computing topics, but the emphasis between technical and organizational subjects varies.
Of course, computer science is even more: Information Technology, Software Engineering, Informatics, …
What are your links to computing? How will computing science star in your future?
Thanks to the CSTA for the information used here.
2011-02-15
How can we know what we don’t know?
When every one of your students was born in the microcomputer age, and none knows a time without computers, how much should you assume that they know about the basic operation of a desktop computer? What basic vocabulary can you be certain will be understood? Can you take for granted that they can use the standard features of an operating system and of applications? Do the fundamentals of the interface need to be explained? What about the shortcuts that enhance productivity?
And if students don’t know what they don’t know, how can you ask them to tell you?
I quite like my students: they’re personable, friendly, polite, respectful, energetic, engaged, enthusiastic, intelligent, diligent, and committed. But I’m sometimes surprised by the gaps in their knowledge. They’ve spent their whole lives with and around computers, yet to them much of a computer’s operation is a black box.
I always worry about spending too much time on fundamentals at the risk of boring the more knowledgeable students, and about spending too little time at the risk of losing students to whom the fundamentals have never been taught.
My job in both cases is to turn a black box into a glass box; but in a community of learners, how can my students take responsibility for what they don’t know they don’t know?
And if students don’t know what they don’t know, how can you ask them to tell you?
I quite like my students: they’re personable, friendly, polite, respectful, energetic, engaged, enthusiastic, intelligent, diligent, and committed. But I’m sometimes surprised by the gaps in their knowledge. They’ve spent their whole lives with and around computers, yet to them much of a computer’s operation is a black box.
I always worry about spending too much time on fundamentals at the risk of boring the more knowledgeable students, and about spending too little time at the risk of losing students to whom the fundamentals have never been taught.
My job in both cases is to turn a black box into a glass box; but in a community of learners, how can my students take responsibility for what they don’t know they don’t know?
2011-02-14
Can a blogger blog about blogs?
I guess he can, if the blogs in question are those of his students!
This past weekend, I read with great interest the blogs of my students. They are informative, honest, optimistic, and energetic—and they offer significant insight into students’ progress.
In class today, I talked about the importance of putting one’s best face on public pages on the Web: these pages reflect on their authors, and they will be judged (only in part, of course) by the quality of the work they put on public display.
For most of my students, this is the first experience with blogging—and with publishing live on the Web. I know that as the semester progresses, these blogs will show students’ evolving awareness of their thoughts, feelings, and actions, and the effect of these on their skills, accomplishments, and satisfaction.
I’m certain that this blogger will be blogging about blogs again!
This past weekend, I read with great interest the blogs of my students. They are informative, honest, optimistic, and energetic—and they offer significant insight into students’ progress.
In class today, I talked about the importance of putting one’s best face on public pages on the Web: these pages reflect on their authors, and they will be judged (only in part, of course) by the quality of the work they put on public display.
For most of my students, this is the first experience with blogging—and with publishing live on the Web. I know that as the semester progresses, these blogs will show students’ evolving awareness of their thoughts, feelings, and actions, and the effect of these on their skills, accomplishments, and satisfaction.
I’m certain that this blogger will be blogging about blogs again!
2011-02-11
Ask 1,000 questions
Asking questions: that’s the key to mastering our new web-design skills. I’m delighted by the quality and volume of the questions I’ve received and by the good progress all are making on their websites!
It’s gratifying to see this progress, the help students are offering their classmates, and the effective independent research so many are conducting on the Web.
Of course, the Discussion Forum of our class wiki is another great resource—as are questions. Everyone is encouraged to ask 1,000 questions—and then ask 1,000 more!
It’s gratifying to see this progress, the help students are offering their classmates, and the effective independent research so many are conducting on the Web.
Of course, the Discussion Forum of our class wiki is another great resource—as are questions. Everyone is encouraged to ask 1,000 questions—and then ask 1,000 more!
2011-02-10
Can a leopard change its spots?
Can a leopard change its spots? Perhaps not. But a website’s spots—that is, its format—can be changed with a few keystrokes.
Today we had an introduction to cascading style sheets, the simple but powerful tool that allows us to change all of a website’s pages—even if they number in the hundreds or thousands—with a change to a single file: a stylesheet.
Stylesheets can be as simple or as complicated at the website’s designer wants and can be changed as frequently as s/he desires.
In my experience, students are often more interested in the formatting of their pages than they are interested in the content. Of course, I’m more interested in the content, and I look for formats which enhance the reading experience by providing non-ostentatious support for the text.
A leopard can’t change its spots, but a website can change its format—just as I changed this blog’s format today, to illustrate my point!
Today we had an introduction to cascading style sheets, the simple but powerful tool that allows us to change all of a website’s pages—even if they number in the hundreds or thousands—with a change to a single file: a stylesheet.
Stylesheets can be as simple or as complicated at the website’s designer wants and can be changed as frequently as s/he desires.
In my experience, students are often more interested in the formatting of their pages than they are interested in the content. Of course, I’m more interested in the content, and I look for formats which enhance the reading experience by providing non-ostentatious support for the text.
A leopard can’t change its spots, but a website can change its format—just as I changed this blog’s format today, to illustrate my point!
2011-02-09
Validation Man!
Today we explored the differences between absolute and relative links using the example of representative student Victoria Windsor and the autobiography of Validation Man: able to validate a page with a single click!
I'm so proud of the work of my students: many have their pages validated and live on the Web. In a day or two we’ll tackle cascading style sheets and then students can wrap up their first assignment.
I know that Validation Man would be impressed by how much they’ve learnt in such a short time!
I'm so proud of the work of my students: many have their pages validated and live on the Web. In a day or two we’ll tackle cascading style sheets and then students can wrap up their first assignment.
I know that Validation Man would be impressed by how much they’ve learnt in such a short time!
2011-02-08
A gallery of choices
What a hectic—but useful—day!
This morning we hosted the Gallery of Choices so that students could see what courses are available to them next year. In the Computer Studies department, we have a great selection available: computer studies and computer science for grades 10, 11 & 12; and computer engineering for grades 10 & 11.
Tremendous thanks are due to Tasfia, Prashanth, Zarin, Grace & Pearl for their hard work in setting up our wall displays and their enthusiastic discussion of CS with prospective students. I couldn’t have done it without them!
Thanks, too, to my classroom students for their hard work in a much-shortened teaching day. Things should be much calmer tomorrow!
This morning we hosted the Gallery of Choices so that students could see what courses are available to them next year. In the Computer Studies department, we have a great selection available: computer studies and computer science for grades 10, 11 & 12; and computer engineering for grades 10 & 11.
Tremendous thanks are due to Tasfia, Prashanth, Zarin, Grace & Pearl for their hard work in setting up our wall displays and their enthusiastic discussion of CS with prospective students. I couldn’t have done it without them!
Thanks, too, to my classroom students for their hard work in a much-shortened teaching day. Things should be much calmer tomorrow!
2011-02-07
From ON to BC without leaving TO
How can you travel to Parksville, BC without leaving Toronto? Easy! Just FTP there!
Today students saw a quick demonstration of moving files via an FTP client to our webserver on Vancouver Island. How neat is that?
I was impressed by the energy and good will of my classes as students worked hard to create their first validated websites.
I’m looking forward to seeing their work live on the Web—without having to leave Toronto!
Today students saw a quick demonstration of moving files via an FTP client to our webserver on Vancouver Island. How neat is that?
I was impressed by the energy and good will of my classes as students worked hard to create their first validated websites.
I’m looking forward to seeing their work live on the Web—without having to leave Toronto!
2011-02-04
High School Musical
Today we held our first Studio 218 of the semester, and I think it was a success. At least, no one's ears bled!
I'm so impressed by the hard work and good spirits of my students! Today we covered a lot of material about creating a webpage from scratch: understanding that webpages consist of HTML code which describes the structure and content of the page, and CSS code which describes the page's format; creating HTML code in a plain-text file; identifying HTML elements with tags; and distinguishing between elements which are containers and which are empty, and between start and end tags. Not to mention special character entities!
It was a lot to take in, and I know that there’ll be lots of questions on Monday. But that’s okay: lots of questions means lot of effort, and anything worth learning is worth a struggle!
I'm also pleased that students have started using the Discussion Forum of our class wiki. It’s great seeing students help one another advance their computer-studies knowledge and skills!
Today my students—and Studio 218—rocked!
I'm so impressed by the hard work and good spirits of my students! Today we covered a lot of material about creating a webpage from scratch: understanding that webpages consist of HTML code which describes the structure and content of the page, and CSS code which describes the page's format; creating HTML code in a plain-text file; identifying HTML elements with tags; and distinguishing between elements which are containers and which are empty, and between start and end tags. Not to mention special character entities!
It was a lot to take in, and I know that there’ll be lots of questions on Monday. But that’s okay: lots of questions means lot of effort, and anything worth learning is worth a struggle!
I'm also pleased that students have started using the Discussion Forum of our class wiki. It’s great seeing students help one another advance their computer-studies knowledge and skills!
Today my students—and Studio 218—rocked!
2011-02-03
Happy new year—and classes!
It was a real treat to meet my new classes, today. Everyone seemed sharp and eager to learn, and I’ve the feeling that this is going to be a great semester!
There’s lots of hard work ahead of my students, but they look ready for the challenge and I know that they’ll be proud of their accomplishments at semester’s end.
Happy new year—and classes!
There’s lots of hard work ahead of my students, but they look ready for the challenge and I know that they’ll be proud of their accomplishments at semester’s end.
Happy new year—and classes!
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