The programmers of tomorrow are the wizards of the future. You know, you’re going look like you have magic powers compared to everybody else.

Check out Code.org to get started immediately.

Here is a quick tutorial that explains how to set this up.

HOWEVER, last week this method seemed to stop working. After a little tinkering, I figured out how to get it working again.

It turns out that you need to remove a little bit of the YouTube embed code before you paste it into PowerPoint.

Delete the highlighted text before embedding in PowerPoint

For example, to embed the videoassociated with the code below, you should first delete the parts of the code that are shown in red.

<object width=”420″ height=”315″><param name=”movie” value=”http://www.youtube.com/v/NurS_AjhNH0?version=3&amp;hl=en_US”></param><param name=”allowFullScreen” value=”true”></param><param name=”allowscriptaccess” value=”always”></param><embed src=”http://www.youtube.com/v/NurS_AjhNH0?version=3&amp;hl=en_US” type=”application/x-shockwave-flash” width=”420″ height=”315″ allowscriptaccess=”always” allowfullscreen=”true”></embed></object>

Some videos in YouTube reverse the order of the parameters. Here is what you would delete in this case:

<object width=”560″ height=”315″><param name=”movie” value=”http://www.youtube.com/v/7A-EZXSN1yg?hl=en_US&amp;version=3“></param><param name=”allowFullScreen” value=”true”></param><param name=”allowscriptaccess” value=”always”></param><embed src=”http://www.youtube.com/v/7A-EZXSN1yg?hl=en_US&amp;version=3” type=”application/x-shockwave-flash” width=”560″ height=”315″ allowscriptaccess=”always” allowfullscreen=”true”></embed></object>

 I’m not sure why this works. If anyone knows, please share in the comments.

Since some videos on YouTube (and other sites) do not allow embedding, I tend to shy away from using this feature in PowerPoint. I find that linking to the video provides results that are much safer. If you link directly to the video, then you know that YouTube is going to serve up the content in a quality that is best for your computer.

If you are concerned about the distractions at YouTube (comments, related videos, etc.), check out how to link to YouTube so that only the video will fill your browser.

Resnick explains:

As kids are creating projects like this, they’re learning to code, but even more importantly, they’re coding to learn. Because as they learn to code, it enables them to learn many other things, opens up many new opportunities for learning. Again, it’s useful to make an analogy to reading and writing. When you learn to read and write, it opens up opportunities for you to learn so many other things. When you learn to read, you can then read to learn. And it’s the same thing with coding. If you learn to code, you can code to learn. Now some of the things you can learn are sort of obvious. You learn more about how computers work. But that’s just where it starts. When you learn to code, it opens up for you to learn many other things.

I highly recommend watching Resnick’s talk.

He demonstrates how kid-friendly programing tools like Scratch are not just for teaching computers, math, science, or engineering. Coding to learn can apply to almost any subject.

For example, consider teaching kids storytelling with the book Super Scratch Programming Adventure!

Super Scratch Programming Adventure!

Ruth Suehle at GeekMom writes:

Super Scratch Programming Adventure! helps your budding developer learn to use Scratch with a comic book story. Each section begins with a continuing piece of a story that ends by giving the reader a problem to solve with Scratch.

I got this book for my own kids and they were off in minutes. I think Super Scratch Programming Adventure! would be the perfect textbook to get your students off coding to learn.

Joshua Foer: Feats of memory anyone can do

…our lives are the sum of our memories. How much are we willing to lose from our already short lives by losing ourselves in our Blackberries, our iPhones, by not paying attention to the human being across from us who is talking with us, by being so lazy that we’re not willing to process deeply?

Sherry Turkle: Connected, but alone?

When we don’t have the capacity for solitude, we turn to other people in order to feel less anxious or in order to feel alive. When this happens, we’re not able to appreciate who they are. It’s as though we’re using them as spare parts to support our fragile sense of self. We slip into thinking that always being connected is going to make us feel less alone. But we’re at risk, because actually it’s the opposite that’s true. If we’re not able to be alone, we’re going to be more lonely. And if we don’t teach our children to be alone, they’re only going to know how to be lonely.

As a BYOD advocate, I look forward to seeing all the ways personal devices will help us transform teaching and learning.

Yet we must proceed carefully as we open the floodgates for BYOD. We must help our students learn how to work with and without our devices. Many argue we need to work harder on the ladder.

Joe Kraus, currently with Google Ventures, had this to say regarding our relationship with personal devices:

…we’re becoming like the mal-formed weight lifter who trains only their upper body and has tiny little legs. We’re radically over-developing the parts of quick thinking, distractable brain and letting the long-form-thinking, creative, contemplative, solitude-seeking, thought-consolidating pieces of our brain atrophy by not using them. And, to me, that’s both sad and dangerous.

Letting cellphones and iPads into our classroom is not a trade. We’re not exchanging our students’ ability to reflect and think critically for some quick-fix tech gadget that will give them an all-access pass to information. Those gadgets are important. Really important. However, let’s never forget to appreciate and use all the things our brains can do without the aid of of a gadget.

Our students aren’t alone. We adults are experiencing this transition with them. Are you happy with the relationship you have with your phone? Watch Kraus’ entire presentation on our “Culture of Distraction” before you answer.

Milwaukee Public Schools Mobile Website

This summer we saw live coverage of the Olympics delivered to mobile devices like never before. While the process wasn’t perfect for everyone, we can expect things to be even better for mobile viewers when the winter games start up in Russia.

It’s safe to say that the world of sports has become mobile friendly. ESPN now considers the phone their ‘first screen’ when they design web content. All the professional sports have gone mobile too.

It’s not just sports. People are beginning to expect everything that is online to be available when they’re browsing on a mobile device. President Obama agrees. In a statement back in May, the president ordered U.S. government agencies to create a mobile plan for the delivery of their services that will be implemented in one year.

In his memo, President Obama states:

Americans deserve a government that works for them anytime, anywhere, and on any device.

This is a challenge for our schools too. Recently I was talking to one of the other dads at our neighborhood elementary school. While our kids played in the distance, he said, “I’m always on the road for work. If I can’t read something on this (pointing to his phone) I’m probably never going to see it.” My friend isn’t alone. As more and more parents, teachers, and students are accessing the web via mobile devices, they will expect to find our school services available in a format that is mobile friendly.

Take a look at your classroom web pages, online progress reports, and other web based services. Do they work on a mobile phone? If not, it’s time to look for a replacement tool that does.

Stark takes over screens with his smart phone

However, it won’t take a superhero-genius-inventor to connect to the classroom screen. Inspired by some of the work over at Exploding Sink, I’ve been experimenting with the possibilities myself. With a little DIY, I’ve setup my iPad to work as a portable camera for the classroom via the Apple TV.

There are many signs that show that this is just the tip of the iceberg. This summer, Apple is releasing a new OS for the Mac computer that will also allow wireless mirroring. Affordable wireless HDMI systems are now starting to appear. CNN has been showing off their new technology that allows you to ‘flick’ content from screen to screen. This is a feature that many manufacturers have started to roll-out in their new flatscreen TVs this year.

What is the take away? Be ready to share your screen because more and more devices, and not just yours, are going to be connecting to it soon.

Introverts are much less often groomed for leadership positions, even though there’s really fascinating research out recently from Adam Grant at [The Wharton School of business at the University of Pennsylvania] finding that introverted leaders often deliver better outcomes when their employees are more proactive. They’re more likely to let those employees run with their ideas, whereas an extroverted leader might, almost unwittingly, be more dominant and be putting their own stamp on things, and so those good ideas never come to the fore.

Here is another reason to get your students writing online.

Restart Level

When they didn’t get the first bird to land just the right way they bailed out of the level and started over.

I wonder. Are today’s kids less likely to make a comeback?

I’m all for trial and error and learning from your mistakes. Yet, I wonder if a penalty-free restart sends the right message. This has got me thinking about my students who ask if they can retake a quiz. Should I let them restart their assessments? Right now, assessment retakes become a logistical nightmare if you let everyone have do-overs but this will change as more and more assessments go digital?

Let’s assume that we have an unlimited supply of assessments. These are the questions I have:

• When, if ever, should we allow students to restart an assessment?
• If they restart, should the restart be penalty-free?
• Should there be a limit to the number of restarts a student can take?

Programming is the act of giving computers instructions to perform. This is true whether the output is your word processor, central heating or aircraft control system. If you can’t code, you are forced to rely on those that can to ensure that you can benefit from the greatest tool at your disposal.

I can’t agree more. Every kids should learn to code. Even if it’s just a little bit. Programming skills are empowering and they teach kids the importance of building models.

The easiest way to get started is to teach your students how to build a simple web  page using HTML. It’s not really programming but it will get kids thinking about code.

To dive into programming, check out these tools to get kids started. My personal favorite is Scratch. It is free, easy to use, and designed so even  young kids can understand programming without actually having to write out complex code. Below is an overview.

Resembling Scratch, App Inventor is another easy to use programming tool for building apps on Android devices.

App Inventor was announced by Google but has recently been handed to MIT to manage. Watch for the “MIT App Inventor” this spring.

Finally, maybe for the more experience coders, give VPython a look. It allows students to create 3D interactive models. Compared to Scratch, it looks a little intimidating. However, there are many sample programs and tutorials available to help you get started.