The Jaguar Cars Maths in Motion World Challenge is massive. Australian teacher Tanya Uren explains why
As a primary teacher who has always loved maths,I cannot count the times I have heard from students, or their parents, some of these classic lines: “I couldn’t do maths as a kid, so he/she won’t be able to do it either”; “You never use the stuff that is taught in maths, so why bother”; “I don’t have a maths brain and never will.”

Comments like these make me want to scream, shake sense into the person, or both. As expulsion from the teaching profession, and quite possibly criminal charges, are not preferred career pathways, I have striven to change this perception in schools and the wider community. And then I came across the Jaguar Cars Maths in Motion World Challenge.

New Terrapinn show succeeds with inspiration, but footfall worries shadow sustainability
If there was any doubt that teaching is also a performance art, Tim Rylands and Sarah Nield removed it in their keynote presentation at London's new Digital Education Show (DES) last week.

Along with other top keynotes, like Ewan McIntosh, Sugata Mitra and Sir Ken Robinson, they proved the point pf the organisers, Terrapinn, that educational technology shows should lead with the learning and inspiration rather than the tech. But while competition for BETT, now a corporate money-making machine, is welcome, disappointing visitor numbers clouded its prospects.

US social media expert Howard Rheingold kicks off "Rethinking how we learn" from Norway next week

Photo of summer bliss on the Heath

So, if roughly a quarter of UK young people are unemployed, and in the same boat as a quarter of young graduates, there’s not much point to education? That was the myth that was laid to rest by the OECD’s learning expert Andreas Schleicher at the 12th Education Fast Forward debate (EFF12) which kicked off BETT Week in January.

On May 7, UK election day (12.15pm BST), he will close “Rethinking how we learn” (EFF13), broadcasting globally from Norway, which features ground-breaking US educator, writer and social media expert Howard Rheingold.

CAS ScotlandComputing at School Scotland (above): teachers learn about programming in primaries using iPads (pic David Gilmour)

Intrigued by teacher communities, researcher Kristen Weatherby sets her sights on Computing at School
For years we’ve talked about teachers being isolated in their classrooms and tried desperately to get them to form or join communities with their peers. Professional learning communities (PLCs), personal learning networks (PLNs), communities of interest, communities of practice (COPs), virtual communities, online communities, interest groups and knowledge communities, to name but a few.

This work has not been in vain. Teacher collaboration is a good thing. And the 2013 results of the OECD’s Teaching and Learning International Survey (TALIS) indicate that teachers who report collaborating with colleagues also report significantly higher levels of confidence in their own work (self-efficacy) as well as higher levels of job satisfaction.

Tony Parkin welcomes back 3Dami's free workshops, with organiser Peter Kemp

Animating with '3Dami' Creating animated films with '3Dami' at a free, week-long workshopThe first sight that greeted me when I visited the 2014 3Dami summer workshop at UCL (University College London) was a mound of pizza boxes, and a lively group of teenagers wolfing pepperoni and avoiding olives. Lots of laughter and teasing and the usual horseplay. So clearly the workshop had an emphasis on fun and enjoyment alongside the serious challenge of creating digital animations.

But as Peter Kemp and Tom Haines, the event organisers, assured me, this was a reward for the hard work the participants had already put in. And as they settled back into their work groups I was able to see just how much they had achieved in a relatively short period.