trevordayschool

The third branch of the strategic plan for academic technology: Understand that up-to-date professional development, creative lesson plans, authentic tools, and innovative curricula are worthless if they do not actively engage and enlighten students—the third and most important piece of the puzzle. 3. As of this writing, classes or topics based on our utilization of technology include: n Upper School n Clubs (Robotics, Girls Who Code) n Digital Arts n Digital History n English (IXL used for learning vocabulary and grammar) n European History n Exploring Computer Science n Music n Physics n Programming • Programming Fundamentals • Intermediate Programming • Advanced Programmers Workshop n Middle School n Beginning Programming n Coding for Art n MiniTerm n Lower School n Coding curriculum n Digital citizenship n Makerspace n AfterSchool offerings n Other offerings by grade ese classes provide a peek behind the curtain, displaying some of the ways technology is incorporated into the curriculum at every age. We have only just begun. n Specifically, these goals are to: n Guide students to be responsible, proficient, informed, ethical digital citizens. n Educate students, faculty, and parents on the latest brain research with regard to technology use (such as adding Tech Tips to the ursday Digest and archiving information on the Portal resource board). n Develop students' critical thinking for technology (Digital Resources Research). n Utilize technology to help students pursue interests, find their voices, shape learning, and pursue independent studies. n Empower our students to become producers—not just consumers—of technology. 4 A Historical Overview 4 by Eric Lindow Upper School Computer Science & Math Teacher & Senior Technology Advisor T revor was one of the earliest participants in the digital revolution. is started in the mid-1970s, when the Upper School (then through 8th grade), purchased a terminal connected to a time- shared computer in the basement of the nearby Spence School. is "state-of-the-art" system was a single 10-character-per-second teletype machine. Even on this primitive system, students could learn the basics of coding (literally using BASIC). Applying inquiry-based educational methods, students wrote programs, such as games inspired by the classic Colossal Cave Adventure—a text-based adventure game written to run on mainframe computers. Microcomputers appeared near the end of the 1970s—preconsumer, "home-brew" machines built by the users. Keyboards and monitors also appeared around this time. (I built these for students to use to learn coding and computer science.) us began Trevor's computer science department, deepening our commitment to and use of inquiry- based education. By the mid-1980s, there was a functional computer lab in the (then) Upper School, where students could produce sophisticated projects, including an in-house-developed computer baseball league running in the basement of the Church of the Heavenly Rest. Stan Golanka's article takes the story forward to the present. n Left: A student considers his own digital creation: a sea turtle with antennae! Right: In 1998, students learning how to scan an image and attach it to email. Note the size of the monitor! By way of example, sophomore Kai S., a student in Timothy Otto's Music Composition class, demonstrated his mastery of digital music composition tools by performing his original musical piece for the Upper School faculty. 2 4 T R E V O R D AY S C H O O L n W I N T E R 2 0 1 8 – 2 0 1 9

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