週3回バーチャル空間での学習サポートとITキャリア教育、デジタルリテラシー教育も提供
デジタル探求プログラムとは
学校から貸与されているパソコンは学校外の用途には自由に使えないため、自宅にパソコンがあり安心して学べる環境が整っているかどうかが、子どものデジタルスキル習得に大きな差を生みます。この格差は、将来の収入や職業選択の自由にも影響を与えていきます。
そこでKids Code Clubは、家庭環境に左右されることなく、子どもたちがプログラミングやデジタルスキルを自由に学べるよう、パソコン、モバイルWi-Fi、オンラインでの学習サポートをセットにして無料で提供する「デジタル探求プログラム」を2022年に開始しました。これまで86名の子どもたちが参加しており、今回は5期生となるメンバーをあらたに募集します。
デジタル探求プログラムでできること

Kids Code Club、経済的な事情を抱える小中学生向けにPCとデジタルスキル教育をセットで無償提供する「デジタル探求プログラム2025」を開始

Raspberry Pi’s Code Club and Aardman Animations get kids coding
A joint promotion between Raspberry Pi’s Code Club programme and Aardman Animations challenged primary school students across the globe to show off their coding skills with an animation based on the Shaun the Sheep films. The contest was open for seven weeks and any registered Code Club was eligible to enter. It closed with 683 entries from 35 countries, and from that pool, a selection of winners has been chosen. Code Club explains the competition’s brief: “create a Scratch animation of Shaun and his new alien friend Lu-La using our starter project, then remix it to add your own story and code.”
A judging panel made up of representatives from Raspberry Pi and Aardman Animations chose the contest’s winners. Initially planning to highlight just 10 entries, the judges decided the overall standard of competition was so high they needed to expand the selection to 12. Winners came from clubs from across the globe, in the UK, France, Iraq, Israel, Sri Lanka, and Malaysia. “All demonstrated amazing creativity and coding skills,” Code Club said. AliceCode Code Club in Israel submitted over 40 entries, and the judges were so impressed at their quality that three winners were chosen from the club. The judges said these projects “told a very clear story” and “made excellent use of backdrops and sound effects.”
Of the remaining winners, four hailed from Code Clubs in the UK. These included the Mount School York club, the Warwick Junior School club, the Worcester Park Library club and the Steiner Academy Exeter club. The projects were praised for their interactivity and story elements.

Raspberry Pi’s Code Club and Aardman Animations get kids coding

On January 2, our group at the MIT Media Lab introduced a new generation of Scratch , called Scratch 3.0. Much has changed since we introduced the first generation of our Scratch programming language and online community, back in 2007. Back then, most K-12 educators saw computer programming as a narrow technical skill, too difficult for most elementary and middle-school students, and useful only for students planning to become professional programmers. Graphical programming languages were generally seen as toys or gimmicks, not appropriate for educational applications. Fast forward to 2019, and the perceptions and activities around computer science education have changed dramatically. There is a growing recognition of the value of introducing coding to all students. Organizations like code.org and CS4All have been successful in promoting the integration of computer science into state curriculum standards. Our educational mission is to engage students in thinking creatively, reasoning systematically and working collaboratively
Scratch has grown beyond our most optimistic expectations. There are more than 30 million registered members on the Scratch website, and every month 1 million new people join (most of them ages 8-16). Every day, Scratch community members create more than 200,000 new stories, games, animations and other projects on the site. And the Scratch block-based approach to coding has become the de facto standard for introducing students to coding. But just engaging more students in coding has never been our top priority. Rather, our educational mission is to engage students in thinking creatively, reasoning systematically and working collaboratively—essential skills for everyone in today’s society. From the beginning, we integrated Scratch coding activities into an online community, so that students can provide feedback, inspiration and encouragement to one another. And we took a project-oriented approach so that students can learn to express themselves creatively and develop their creative capacities. Over the past decade, we’ve found that it’s much easier to spread the technology of Scratch than the educational ideas underlying it. So in developing our newest generation of Scratch, we’ve put special emphasis on supporting the interest-driven, project-based, creativity-enhancing activities that are at the heart of our educational approach. The initial results are encouraging. As we tested prototypes of Scratch 3.0, we’ve been amazed by the diversity and creativity of projects that kids have made—such as a hedgehog that speaks French, a hippopotamus that dances to hip-hop and a soccer game you control with your shoe. Scratch 3.0 includes “extensions”—extra collections of coding blocks—that are designed to broaden the range of what students can create with Scratch, to make sure that it connects with the wide diversity of student interests. Students can program motors, lights and sensors with the LEGO and micro:bit extensions. They can program characters to speak in other languages with the Translate extension or to talk out loud with the Text-to-Speech extension. And the library of extensions with continue to grow over time. We’ve also added a wide range of video tutorials , to help students and teachers get started on Scratch projects, and to support Scratch’s creative learning approach. Over the coming year, we plan to provide new resources for teachers each month, highlighting strategies for supporting creative use of Scratch in classrooms. Partner organizations are also providing new resources to expand the creative possibilities of making and learning with Scratch. The ScratchEd Team at the Harvard Graduate School of Education is launching a new version of its popular Creative Computing Curriculum Guide (updated for Scratch 3.0), and expanding its Scratch Educator Meetups . Meanwhile, CS First and Code Club are updating their offerings to support Scratch 3.0 activities. The growing societal interest in coding provides a great opportunity—not just for supporting future engineers and scientists, but for enabling all students, from all backgrounds, to develop the confidence and capacity to express themselves creatively with new technologies. Today’s students want to design, create, experiment and explore with new technologies. They’re willing to work hard on projects that connect with their interests and that provide opportunities for collaboration and expression. Scratch 3.0 is designed to support these students: a next generation of technology to provide the next generation of students with the tools and support they need to realize their dreams and ambitions. Mitchel Resnick is LEGO Papert Professor of Learning Research at the MIT Media Lab. His Lifelong Kindergarten research group develops the Scratch programming software. Mitch Resnick: The Next Generation of Scratch Teaches More Than Coding
On January 2, our group at the MIT Media Lab introduced a new generation of Scratch , called Scratch 3.0. Much has changed since we introduced the first generation of our Scratch programming language and online community, back in 2007. Back then, most K-12 educators saw computer programming as a narrow technical skill, too difficult for most elementary and middle-school students, and useful only for students planning to become professional programmers. Graphical programming languages were generally seen as toys or gimmicks, not appropriate for educational applications. Fast forward to 2019, and the perceptions and activities around computer science education have changed dramatically. There is a growing recognition of the value of introducing coding to all students. Organizations like code.org and CS4All have been successful in promoting the integration of computer science into state curriculum standards. Our educational mission is to engage students in thinking creatively, reasoning systematically and working collaboratively
Scratch has grown beyond our most optimistic expectations. There are more than 30 million registered members on the Scratch website, and every month 1 million new people join (most of them ages 8-16). Every day, Scratch community members create more than 200,000 new stories, games, animations and other projects on the site. And the Scratch block-based approach to coding has become the de facto standard for introducing students to coding. But just engaging more students in coding has never been our top priority. Rather, our educational mission is to engage students in thinking creatively, reasoning systematically and working collaboratively—essential skills for everyone in today’s society. From the beginning, we integrated Scratch coding activities into an online community, so that students can provide feedback, inspiration and encouragement to one another. And we took a project-oriented approach so that students can learn to express themselves creatively and develop their creative capacities. Over the past decade, we’ve found that it’s much easier to spread the technology of Scratch than the educational ideas underlying it. So in developing our newest generation of Scratch, we’ve put special emphasis on supporting the interest-driven, project-based, creativity-enhancing activities that are at the heart of our educational approach. The initial results are encouraging. As we tested prototypes of Scratch 3.0, we’ve been amazed by the diversity and creativity of projects that kids have made—such as a hedgehog that speaks French, a hippopotamus that dances to hip-hop and a soccer game you control with your shoe. Scratch 3.0 includes “extensions”—extra collections of coding blocks—that are designed to broaden the range of what students can create with Scratch, to make sure that it connects with the wide diversity of student interests. Students can program motors, lights and sensors with the LEGO and micro:bit extensions. They can program characters to speak in other languages with the Translate extension or to talk out loud with the Text-to-Speech extension. And the library of extensions with continue to grow over time. We’ve also added a wide range of video tutorials , to help students and teachers get started on Scratch projects, and to support Scratch’s creative learning approach. Over the coming year, we plan to provide new resources for teachers each month, highlighting strategies for supporting creative use of Scratch in classrooms. Partner organizations are also providing new resources to expand the creative possibilities of making and learning with Scratch. The ScratchEd Team at the Harvard Graduate School of Education is launching a new version of its popular Creative Computing Curriculum Guide (updated for Scratch 3.0), and expanding its Scratch Educator Meetups . Meanwhile, CS First and Code Club are updating their offerings to support Scratch 3.0 activities. The growing societal interest in coding provides a great opportunity—not just for supporting future engineers and scientists, but for enabling all students, from all backgrounds, to develop the confidence and capacity to express themselves creatively with new technologies. Today’s students want to design, create, experiment and explore with new technologies. They’re willing to work hard on projects that connect with their interests and that provide opportunities for collaboration and expression. Scratch 3.0 is designed to support these students: a next generation of technology to provide the next generation of students with the tools and support they need to realize their dreams and ambitions. Mitchel Resnick is LEGO Papert Professor of Learning Research at the MIT Media Lab. His Lifelong Kindergarten research group develops the Scratch programming software.

Mitch Resnick: The Next Generation of Scratch Teaches More Than Coding

November 29, 2018
From creating platforms to understand the way teaching is done to enhancing interaction between teacher and students, education startups are shaking the industry. Here is a list of educational startups that are redefining the classroom experience. One of the sectors that have benefited greatly from technological advancement is education. While there are still many things that are done in the traditional way in the educational field, the impact of technology on the sector cannot be ignored. There are many startups that are creating new ways of educating. In fact, colleges and universities are now facing a competition from startups that are delivering similar products in a more affordable and efficient way. Let us look at some of the education startups that are reshaping the future of education. This is a startup that was created by a Forbes contributor, Courtney William. Courtney was inspired by the broken educational system in Jamaica and Brooklyn where his high schools were constantly ranked among the worst in the region. His big break came when he got an Ivy League education. However, he could still not fathom how schools in the U.S. continued to spend billions every year on training but there wasn’t any successful outcome. Courtney believes that when our schools would impact students in a more efficient way, it will benefit both the students and society. He created TORSH, a company that provides data platform tools and video-based online communities to help improve teacher’s coaching, observation, and feedback. If there is a person who has made a career in shaking up the educational industry, then it is Dr. William Ballhaus. He was ranked by Forbes as one of the most powerful CEOs in the “40 under 40” category. He is the founder of Blackboard that seeks to bridge the gap between the evolving work environment and educators and learners. The goal of Blackboard is to provide teachers with various online tools that can improve their experience as instructors beyond the classroom. The platform offers insightful analytics that can help students and teachers to connect in a more personalized level and work on the individual strengths and weaknesses of the learners. This, in turn, helps the students to improve their learning potential. The school system doesn’t exist in a vacuum. There are key players in the sector that are all aimed at helping students to improve. Among these players are companies that offer university assignment help and therefore, help students to improve their performance. All these industry players are transforming the future of education. This is among the nonprofit education startups that seek to teach basic coding to students aged 9 to 11. These sessions are usually run by professional computer programmers. Kids learn the skill over a period of 4 terms. They progress from Scratch level to Python level, a key programming language. Code Club was named the best startup in Europe at the Europa Awards. The startup has grown tremendously since then and now holds events throughout the country. This is among the top EdTech startups . It was started by Matt Candler who was discouraged by the outdated educational system. He started a non-profit startup that focuses on the education system. 4.0 schools provide resources and opportunities for entrepreneurs with a goal of making a change. According to Matt, he created 4.0 schools as there were no places for innovating education and schools in the US. Some of the achievements by Candler’s company include creating charter schools, building organized communities and overseeing education technology companies. This is considered to be among the best tools for EdTech startups . This is among the startups in the education sector that are based in London. It teaches kids how to learn, create and play using technology. One of their most popular products is a wooden robot known as Cubetto. This consists of blocks, maps, storybooks, and maps. The blocks represent directions and Cubetto is sent on adventures around books and maps. Through the selection of blocks, children aged 3 to 6 are able to learn programming and robotic basics. Cubetto can be used in the classroom and at home. This is an online study room that allows students to ask questions anonymously to teachers and other students. When repeated users endorse a particular answer, it is pushed to the top. The platform works by serving thousands of existing schools including MIT, Standford, and Princeton. The professors in these schools endorse it. The founder Adam Vaccaro says that it makes money by providing recruiters with its talent pool consisting of over 1.25 million students from across the globe. One of the benefits of 3D printing for education is that enables students to visualize a concept and test it in a fast and cheap way. 3Dexter is a startup that is based in Delhi. It considers 3D printing to be a key part of enabling innovation and would like it to be a major part of a curriculum. According to the company, 3D print technology can be used in experimenting and DIY learning. Since its inception in 2013, the startup has done 3D production and remodeling workshops in over 30 schools in India and has gotten over 3500 participants. The startup has so far received over $150 thousand in seed funding.

7 EdTech Startups That Could Reshape The Future Of Education

Tech North forms new partnership with volunteer-led Code Club
10:29, 28 Jan 2016
10:29, 28 Jan 2016
ByRobert Gibson
Government-backed body will offer industry expertise and advice to body giving children the opportunity to learn code
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Thinking Digital chief executive Herb Kim
Technology body Tech North has announced a new partnership with a charity that teaches children how to code. The organisation, which seeks to accelerate the development of the Northern tech economy, will launch the new relationship with the volunteer-led Code Club at a special session at Liverpool Central Library. Founded in 2012, Code Club is a not-for-profit group that aims to give every child the opportunity to learn to code. This is accomplished through a network of volunteer-led after school clubs and teacher training sessions in the UK, and through providing project materials and a volunteering framework supporting Code Clubs in 80 countries around the world. To support the initiative, Tech North will share industry expertise and advice. It will also promote the volunteering roles that are crucial to the running of code clubs across the country, in keeping with its mission to drive the continued prosperity of the North of England’s digital economy and the future of the Northern Powerhouse. In the second and third quarters of 2015, businesses in Newcastle alone saw a 36% increase in demand for tech talent, which Tech North believes can ultimately be fostered through the new partnership. Northern cities currently produce 18,000 graduates in computer sciences every year, but as the Northern economy continues to grow, businesses are beginning to identify access to talent as a key issue. The news of the new partnership comes after Tech North head Claire Braithwaite announced she was stepping from her role as head of the organisation. Since then, the Tech North team have announced that their strategy remains unaffected, as does funding, and that Thinking Digital founder Herb Kim, Tech North’s executive chairman, will take the lead until a new head is recruited. Mr Kim said: “The future success of the Northern digital economy is reliant upon skills and access to talent. “Technology firms have benefited from a generation of highly skilled innovators, and the growth in jobs and prosperity is testament to that. “This partnership will future proof the boom in digital industry by fostering a pipeline of tech talent.”
Clare Sutcliffe, CEO of Code Club, added: “We’re very pleased to welcome Tech North as one of Code Club’s supporting partners for 2016, and to work to further strengthen the Code Club community in the North of England. “This is a fantastic chance to help children across the region to get excited about digital making, to have fun making games, animations and websites outside of a formal learning environment. “We hope to also encourage more businesses to get involved in their community by running Code Clubs for an hour a week.”

Tech North forms new partnership with volunteer-led Code Club

Samsung specializes in consumer electronics, smartphones, and digital appliances. The company offers a various products, including foldable smartphones with advanced camera systems, tablets, wearables, and home appliances, integrated with artificial intelligence. Samsung was formerly known as Samsung Electronics Industry Co. It was founded in 1969 and is based in Suwon, South Korea.

Samsung

Andy Griffiths , president of Samsung and Ireland , added : `` We are extremely proud to be in partnership with Code Club , a collaboration that forms part of our wider citizenship program , which aims to bridge the digital divide and skills gap for young people in the UK . ''

Samsung partners with Code Club to open Manchester learning Hub

Merger

Code Club is a nationwide network of free volunteer-led after school coding clubs for children aged 9-11. The company creates projects for their volunteers to teach at after school coding clubs or at non-school venues such as libraries. The projects the company makes teach children how to program by showing them how to make computer games, animations and websites.

Date	11/3/2015
Round	Merger
Amount
Investors	Raspberry Pi Foundation
Valuation	$XXM
Revenue	0 FY undefined
Sources	2

First funding	11/3/2015
Last Funding	11/3/2015
Investor	Raspberry Pi Foundation
Rounds	1 Merger
Board Seats
Type	Corporation
Location	United Kingdom

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