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Projects that integrate computer programming and robotics are undeniably perceived as levers to help students acquire multiple skills. They become useful tools for teachers’ professional development. But, like their students, they also require resources in order to fully engage in their learning.

Bursts of laughter. This is what first made me look up from the mountain of objects and papers piled up on my desk. Then, instead of doing my little cleaning routine while my students were having fun, I continued to watch them.

Many experts from the world of education have demonstrated through research that learning how to code is not just about using technology. Indeed, before turning on the computer, it might be a good idea to get out a sheet of paper and a pencil to get the students started.

Discover or re-discover various apps and sites ideas!

Phase 3 of the Cancode Program Has Begun / Support for Creative Laboratories in Maritime Schools.

Bien que la programmation soit de plus en plus présente dans les écoles, la majorité des applications utilisées proposent d’apprendre la programmation par bloc. Celle-ci permet de comprendre la logique derrière la programmation et évite certaines difficultés reliées à l’apprentissage du langage de programmation lui-même. Une fois cette base bien maîtrisée par les élèves, il est possible d’aller plus loin et d’intégrer la programmation textuelle.

Although social and emotional competencies and their role in human lives are recognized worldwide, there is no universally official definition of them. Emotional intelligence, psychosocial competencies, socio-affective skills, etc.: they have all kinds of names. Over the years, constants have nevertheless emerged, and various benchmarks have materialized.

If we recognize that these social and emotional competencies are transversal and intrinsically linked to school learning, it is clear that they are rarely the subject of explicit teaching at school, even if they are taught as other school subjects (Oliviera et al., 2021; Rimm-Kauffman and Hamre, 2010). Moreover, in order to teach them and reinvest them into everyday school activities, teachers must first have developed them for themselves.

Affective or social-emotional competencies play a major role in teaching and learning. However, these competencies are not stagnant: they are competencies that anyone can learn to develop—but not just in any manner! It is in this perspective that developing social-emotional competencies becomes a major subject in teachers’ professional training and educational arsenal.

Sometimes we seem to be better advised and equipped in matters of financial health than in matters of mental health. At least there seems to be less stigma surrounding the former. In addition, this so-called advice tailored to financial investing, i.e. intended to help you plan and ensure long-term financial stability, can be just as useful to us in a parallel objective: that of maintaining, in a preventive manner, psychological balance.