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ICEBlock climbs to the top of the App Store charts after officials slam it

Technology
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  • Are you worried about your child’s screentime? Get a landline

    Technology technology
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    fizz@lemmy.nzF
    Uh ok mate thanks for your life story. Did computers even exist when you were in the 12th grade? I fail to see how this is at all relevant to kids in the modern age being kept away from technology. Not having technology access today is completely different to 30 years ago. Even if we pretend your experience is related id say you were a statical outlier. Most people who are not shown how to use technology will not become adept at using it. Thats why we try and introduce kids to a wide range of things in schooling. The kids with technology are creating things earlier and earlier, recently a 16 year old made a game that took the record from fortnite for most concurrent players 21million. Growing up with access to technology opens them to an entire world of inspiration and I think if its managed by parents its a powerful tool that I'd never want my kids missing.
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    J
    Very clever.
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    P
    That clarifies it, thanks
  • matrix is cooked

    Technology technology
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    penguin202124@sh.itjust.worksP
    That's very fair. Better start contributing I guess.
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    T
    I use powerpoint all the time. Impress is very far behind in terms of usability and basic functionality. But I'm hopeful it will get better as adoption increases.
  • AI cheating surge pushes schools into chaos

    Technology technology
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    C
    Sorry for the late reply, I had to sit and think on this one for a little bit. I think there are would be a few things going on when it comes to designing a course to teach critical thinking, nuances, and originality; and they each have their own requirements. For critical thinking: The main goal is to provide students with a toolbelt for solving various problems. Then instilling the habit of always asking "does this match the expected outcome? What was I expecting?". So usually courses will be setup so students learn about a tool, practice using the tool, then have a culminating assignment on using all the tools. Ideally, the problems students face at the end require multiple tools to solve. Nuance mainly naturally comes with exposure to the material from a professional - The way a mechanical engineer may describe building a desk will probably differ greatly compared to a fantasy author. You can also explain definitions and industry standards; but thats really dry. So I try to teach nuances via definitions by mixing in the weird nuances as much as possible with jokes. Then for originality; I've realized I dont actually look for an original idea; but something creative. In a classroom setting, you're usually learning new things about a subject so a student's knowledge of that space is usually very limited. Thus, an idea that they've never heard about may be original to them, but common for an industry expert. For teaching originality creativity, I usually provide time to be creative & think, and provide open ended questions as prompts to explore ideas. My courses that require originality usually have it as a part of the culminating assignment at the end where they can apply their knowledge. I'll also add in time where students can come to me with preliminary ideas and I can provide feedback on whether or not it passes the creative threshold. Not all ideas are original, but I sometimes give a bit of slack if its creative enough. The amount of course overhauling to get around AI really depends on the material being taught. For example, in programming - you teach critical thinking by always testing your code, even with parameters that don't make sense. For example: Try to add 123 + "skibbidy", and see what the program does.