Our 1st experience at the FLL (First Lego League) Robotics Final has left us determined to improve for the next season. Between Robot design, Robot Match, Core Values and Innovation Project, there are so many areas to develop. Our team began in January ’23 with many firsts: building with Lego Technic, coding with new software, principles of teamwork, judging presentations, leadership and responsibility, researcher skills, engineering design and match strategist. FLL has everything! Bring on the next season!
Python is an incredibly powerful programming language – it is currently one of the languages on the LCCS (Leaving Certificate Computer Science) specification. This workshop will give participants strategies and practices to introduce their students to collecting live data from websites via web-scraping using Python. We will look at both simple text scraping and dynamic web scraping with Selenium and how they can be brought to your computer science classroom.
The Google Certified Coach programme Teacher Center | Programs | Certified Coach Program | Google for Education is designed for one-on-one interactions with educators to transform how they use technology in their classrooms. The programme provides free training and resources that equip coaches to support educators in planning and implementing technology-rich learning experiences based on a coaching cycle. It has a number of differences compared to the Google Trainer programme. I will go through my (long) Google Certified Coach pandemic-inspired journey.
Pam O’Brien & Natasha Kiely
In this session Pam and Natasha will share the findings from an SFI Funded Project on Digital Citizenship. The project engaged with students, teachers, parents, and youth group participants exploring the various aspects of digital citizenship. Escape Room pedagogies were used in the project to provide an engaging environment for participants. During the session you will also get an opportunity to explore some of the resources produced during the project.
In my presentation I would like to discuss my ongoing Ph.D. research which is based on the digital competence of 3rd level students entering an initial teacher education programme. I would like to explore my literature review to date and seek questions and feedback from the participants.
I teach a introductory level course on AI to adult students who are pursuing basic computer skills as part of the ICDL.
As part of their course we decided to offer a module on AI, which we use as a platform for covering a very broad agenda on computers in society, covering such topics as big data, the internet of things, algorithmic discrimination, and finding an ethical basis for computer use.
In this talk I will describe my approach to such a broad curriculum and our use of tools such as ChatGPT, and Dall-E 2.
Growing up, I did not have the privilege to study computer science or information technology in school due to a number of reasons i.e., studying in the rural, no teachers with computer science and technology background or resources. However, when I completed my final year in secondary, I went on and studied computer science at the university of Pretoria and I am currently pursuing my Ph.D. in computer science (specifically computer science education) at the same institution (remotely as I am living in Ireland).
I used to believe that only if you need to work in the technology field, you need to study ICT related degrees. This is no longer the case as we have seen the way in which technology is transforming and shaping the economy across the world.
The Cyber Threat is growing at an alarming rate due in part to rapid advances in technology and its adoption by industry and consumers and also due to the ever increasing sophistication of cyber attackers and their methods.
Schools have an increasing reliance on IT and online systems which makes them vulnerable to attack and hence makes cyber security an important consideration. A successful cyber attack can cause major damage; it can affect your operational effectiveness as well as your reputation and parent/student trust. The impact of a security breach can be critical from a financial, reputational and legal perspective. Addressing the problem is the responsibility of school management.
This talk will focus on the nature of the threat to schools, students and staff or vice versa, the types of threats, who the attackers are and discuss steps that should be taken by schools to prevent and respond to such attacks.
An increasing use of digital tools has reshaped education through improvements in personalised learning. Tools like Otter.ai now summarise feedback sessions, providing students with customised learning experiences. Game design elements inside Socrative have made learning more engaging and interactive. Interactive activities help students learn difficult concepts and make learning fun.
On the Clonmel Digital Campus, students often listen to authors of essential readings before checking out the books written by those thought leaders. ChatGPT can serve as tutors during lab sessions as students cut code and enhance project work. Microsoft Copilot, now running as Bing AI inside Office 365, has improved collaboration and cross-checking of team submissions.
ICT is an ever-changing landscape, and it can feel almost impossible to keep up with it all.
IT Systems will be hosting a Q&A session, so come chat to us about your ICT queries and concerns.
This workshop will investigate the role of the early years learning and care environment in promoting curiosity. Children enjoy exploring, interacting and investigating the space around them. This workshop will delve into the opportunities provided within a quality inclusive learning environment that provide the skills for children to navigate technology – while also looking at some of the resources than can support Early Years Educators in reflecting on and developing relevant knowledge and skills to integrate technology as part of their practice.
A group of teachers in Limerick and Clare ETB were tasked with rebuilding face-to-face courses and modules and identifying opportunities in these courses for online asynchronous and blended learning delivery.
Three or four teachers from this project will present and discuss how we used backward design, wireframing, Finding free source content and other hints and tips for making blended learning as interactive as possible.
The difficulties that they faced, in building the courses, including getting to grips with new technologies, creative commons licensing laws, and finding the time needed to get the work done. The end results of the project and plans going forward.