INTERFACE Magazine, Issue 119 July 2023

Play your part by adding fun and games to classes

Giving gamification a go can spark student engagement and improve learning outcomes. Pages 16-23.

All the action from Pages 12-14

23 23

Students show high interest in managing money app.

Pages 22 and 23

Survey shows students like using AI but aren’t sure if it’s cheating.

Page 24

It’s on! Get your blocks moving for this year’s INTERFACE Minecraft Student Competition, ‘Build a Big Blue Future’. We’ve teamed up with the Marine Stewardship Council and your challenge is to design and build a new exhibit for the National Aquarium of New Zealand.

THREE age categories. WIN great prizes.

Entries close end of TERM 3.

Find out more on pages 2 and 3. For full details go to interfaceonline.co.nz/Minecraft2023.

Get your thinking caps on and your blocks ready to move for this year’s INTERFACE Minecraft Student Competition.

We’ve teamed up with the Marine Stewardship Council and your challenge is to design and build a new exhibit for the National Aquarium of New Zealand in Napier.

It could be a penguin enclosure, a shark tank, a home for a creature from the deep, a refuge for an endangered species, a hands-on encounter, a display area for viewing or something else. But whatever you choose, it must help visitors to the National Aquarium to better understand marine life in and around our oceans, as well as make sure the animal’s needs can be met. age categories. great prizes.

Entries close end of

For full details go to interfaceonline.co.nz/Minecraft2023.

CONTENTS CONTENTS CONTENTS CONTENTS CONTENTS CONTENTSAND

2 INTERFACE Student Minecraft Competition 2023

6 INTERFACE News and Views

8 Noticeboard

10 academyEX: Doing things a little differently is just the way we roll

11 Empowering students in the face of evolving cyber threats From Grok Academy, Cyber Skills Aotearoa provides classroom-ready activities and challenges to develop students’ cyber security and digital literacy skills. All resources are free, aligned with the NZ Curriculum and available in English and te reo Māori.

12 INTERFACEXpo 2023: Wow, that was four awesome events!

16 Special feature: Are you playing your part by adding fun and games to students’ learning? Teaching’s not all fun and games – but where’s the harm is bringing some engaging and amusing activities into the classroom? Here teachers tell us how gamifying their classrooms not only adds enjoyment but also improves learning outcomes.

• Engagement comes from the joy of winning, earning points and the fun

• Students compete in writing battles judged by AI

• Experience points to improved learning with gamified activities

• Kiwi Kai: Better understand and connect to the land

• Stand Tall: Students show high interest in money game app

24 Students positive about AI but not sure if it’s cheating New research shows that students are generally positive towards the use of AI tools such as ChatGPT in education. However, they do see challenges with the technology and where the boundary for cheating lies remains highly unclear.

Shark Tank event seeks ways to protect In May, 40 eager ākonga and eight dedicated kaiako from across the Otago region gathered for Ōtepoti’s first ever Shark Tank event. The venue, Orokonui Sanctuary, provided an awe-inspiring backdrop for an unforgettable experience,

26 File Share: two pages of online

28 Gamefroot lesson: Act like a prompt engineer and ask the AI to help you make a hidden object mini game!

3D smart glasses help students build literacy skills New research shows that three-dimensional (3D) smart glasses can help students boost their storytelling, communication, and creativity through blending virtual and

Heaps of great prizes to be won!

A more focused Start experience

Transforming the way that Teachers educate with Lenovo 13w with Aotearoa Bi Lingual Keyboard

New Zealand bilingual keyboard

13w Yoga

The Lenovo 13w Gen 2 is designed with the tools to enhance future generations and respecting our indigenous identity with the new Te Reo Māori keyboard. This versatile, portable device is powered by AMD and includes features such as a Full HD Touch display, World Facing Camera, Active Garaged Stylus and a 360 degree hinge to provide a fully interactive teaching device. techtoday.lenovo.com/education

Lenovo Aotearoa

Meet the team

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EVENT MANAGER INTERFACE Xpo

Paul Colgrave

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NEW ZEALAND INTERFACE™

(ISSN 1177-973X) is published six times a year by G MEDIA PUBLISHING LIMITED

© G MEDIA PUBLISHING LIMITED 2023.

Editorial opinions are not necessarily those of the publisher. We do not endorse or accept responsibility for any third party featured in this publication, unless stated otherwise.

While every effort has been made to ensure accuracy of information in this magazine, the publisher does not accept liability for inaccuracies, omissions or misinterpretations that may occur, and urges readers to always check online resources before using them in class.

GET YOUR BLOCKS MOVING FOR THIS YEAR’S MINECRAFT COMPETITION

It’s on! Entries are now open for the Minecraft Student Competition 2023, ‘Build a Big Blue Future’. We’ve teamed up with the Marine Stewardship Council and your challenge is to create a new exhibit for the National Aquarium of New Zealand.

You choose the type of environment for the exhibit. It could be a penguin enclosure, a shark tank, a home for a creature from the deep, a refuge for an endangered species, a hands-on encounter, a display area for viewing or something else. But whatever design you pick, it must help visitors to the National Aquarium to better understand marine life in and around our oceans, as well as make sure the animal’s needs can be met.

Once you have a plan, you need to create it in Minecraft. To enter you will need to write a short explanation of your exhibit and how it meets the requirements, and provide a short video tour.

There are three age categories to choose from: Primary (Years 1-6); Intermediate (Years 7-8) and Secondary (Years 9+). And some great prizes to be won.

Entries close end of Term 3. For full details, judging criteria and entry form go to interfaceonline.co.nz/Minecraft2023

HOW ARE YOU USING DIGITAL TECHNOLOGY IN YOUR CLASSROOM?

We know teachers are doing amazing things with digital technology – and we want you to tell us, so we can share it with INTERFACE readers! From coding to esports, AI to STEAM, to … well, whatever it is you’re digitally doing, we’d love to hear from you. Contact Editor Greg Adams at greg.adams@interfacemagazine.co.nz

THANKS FOR THE FEEDBACK, THE DRONE IS ON ITS WAY TO …

During and after INTERFACE Xpo 2023, we asked for your thoughts in two ways. Firstly, those attending workshops were able to provide feedback to the presenter. Then, after the event, we followed up with a survey of those who attended.

Thank you to everyone who took the time to complete these. It’s important to know what you think and act upon this for the future – improving presentations and bringing you the best event possible. You’ve certainly given us plenty of food for thought. All

feedback could be made anonymously. However, those who included their details went into a draw to win a Zero-X Foldable HD Drone. The first name drawn was Gillian Lolesi, Bailey Road School, Auckland. Congratulations. The drone is on its way to you!

GLOBAL LAUNCH OF KIWI KAI

It’s not every day we get to be part of a global launch. But we were delighted that Manaaki Whenua/Landcare Research chose INTERFACEXpo 2023 to officially unveil Kiwi Kai. The new educational game asks players to manage a virtual farm simulation that’s based on some very homegrown challenges, from the animals and environment, to language and customs. MacLeod (pictured left) presented on the development of Kiwi Kai at our Auckland event and has written about it for our gamification feature in this issue.

Find out more on page 21.

MEET OUR LATEST WINNERS

We had some great prizes up for grabs in the last issue. Thanks to everyone who entered. Congratulations to our winners.

The Hacker: Cybersecurity Logic Game proved popular and is on its way to Lisa Small, St Bernard’s School, Wellington.

The two Robi Mini Wireless Speakers go to Karina Campbell, St Patrick’s School, Napier (white) and Nicole Dawson, Salford School, Invercargill (blue).

Photography is going to a new level for Robin Tapper, Royal Oak Intermediate, Auckland, who wins the Puluz Photo Studio Light Box.

And the Sandisk Ultra 128GB SDXC Card goes to Nigel Timpson, Marlborough Boys’ College, Blenheim.

Check out the latest competitions on pages 30 and 31.

PROTECT YOUR SCHOOL AGAINST 99 PER CENT OF CYBER ATTACKS

WILL HECTOR’S WORLD MAKE A COMEBACK?

Two-factor authentication (2FA) is the most effective thing you can put in place to improve security at your school, believes the Ministry. Most people will be familiar with receiving a text message or using a code from a mobile phone app for two-factor authorization (2FA) – the difference with a physical security key is that it inserts into your device and you tap it to confirm that it’s you when logging in. Someone then needs both your password and your security key to compromise your security. A handy tip is to keep your security key on your keyring, so that you always have it nearby. If you lose it, your other IT admin can let you in, or alternatively you can use a backup code.

Once the security key set up is done, they’re easy to use and one is still going strong six years later for one of the Ministry’s staff members. Learn how to set up and use security keys at education.govt. nz/school/digital-technology/ securitykey-set-up/

WIN 10 YUBICO SECURITY KEYS FOR YOUR KURA OR SCHOOL

The Ministry has 10 security keys from Yubico to give away for use at your kura or school. To enter the draw to win, just sign up to the Digital Download newsletter before 1 August by emailing digital.services@education.govt.nz, and putting ‘Yubikey’ in the subject line. Winners will be announced in the August issue of INTERFACE

MEET THE MINISTRY’S INTERACEXPO COMPETITION WINNER

Thank you to everyone who entered the Ministry of Education’s competition to win a drone at the INTERFACEXpo events around the country last month. Congratulations to winner Rebecca Colling from Scott Point School. Happy flying Rebecca!

THE ULEARN23 CONFERENCE IS BACK FACE-TO-FACE!

Tackling inequity in education and finding solutions is the focus of this year’s uLearn educators conference. It’s back face-to-face for the first time in three years in October in Tāmaki Makaurau. The full programme is being released in early July. For the speaker line up and to register go to ulearn.nz

Remember Hector’s World? Netsafe is seeking educator feedback on a potential update and relaunch. The online safety programme for primary-school children included engaging animated videos supported by lesson plans and worksheets. Netsafe wants your thoughts on what you would like to see covered and in what ways. You can complete the survey at bit.ly/netsafehwsurvey

More about Hector’s World at esafety.gov.au/educators/ classroom-resources/hectors-world

TE PUKENGA AND APPLE JOIN FORCES TO TACKLE EQUITY GAP IN TECH

Te Pūkenga and Apple’s Racial Equity and Justice Initiative (REJI) have launched a programme to help address the tech sector gap for Māori and Pasifika peoples. As part of the effort, the tertiary institution will upskill approximately 30 teachers from 10 kura and schools in Auckland.

Participating kaiako will learn iOS app development with Swift Playgrounds, including app prototyping and design, digital media development, computer programming and user experience methodologies, resulting in educators completing a micro-credential in Digital Technologies Training. Teachers and their school communities will also receive ongoing support and a device grant from Apple, enabling them to implement their learnings effectively.

“We are proud to launch this programme into Aotearoa,” said Chief Executive Peter Winder. “Both Apple and Te Pūkenga are focused on delivering equity to traditionally underserved groups. This programme draws on the strength of our national network representing the country’s largest training organisation to engage the power of Apple technology in promoting change.”

NEW CYBERSECURITY COURSE WELCOMES FIRST STUDENTS

The first 30 learners of a new cybersecurity qualification have been welcomed onto Te Noho Kotahitanga Marae at Te Pūkenga Unitec in Auckland. The new course is designed to both address the huge growth in demand for cybersecurity experts and the under-representation of Māori and Pacific people in the tech sector.

LOOK OUT FOR NETSAFETY WEEK RESOURCES

Netsafety Week takes place 24-30 July 2023, with the theme: ‘Arming Aotearoa with the tools for positive online experiences’. There will be a variety of resources, webinars and education materials available throughout the week.

Launching July free to all schools!

One exciting tool for schools is a website created by Netsafe’s Youth Action Squad (YAS). It’s full of resources and step-by step guidance for students to set up and run a YAS, plan initiatives and enact positive online safety change in their school communities.

More at netsafe.org.nz/netsafety-week-2023/

APPLICATIONS OPEN FOR ‘CREATIVES IN SCHOOL’ PROGRAMME

Khan Academy has launched Khanmingo, an experimental AI guide powered by GPT-4. For learners, it aims to mimic one-on-one tutoring experiences by providing tailored support, prompting critical thinking, and suggesting relevant resources. For teachers, Khanmigo can serve as an assistant that helps with administrative tasks to save time. You can register to give it a go at khanacademy.org/khan-labs

US GOVERNMENT REPORT ON AI IN EDUCATION

The US Department of Education has weighed in with its perspective on AI in education.

“We call upon leaders to avoid romancing the magic of AI or only focusing on promising applications or outcomes,” it says, “but instead to interrogate with a critical eye how AI-enabled systems and tools function in the educational environment.”

Schools can now apply to the Creatives in Schools 2024 programme. Since 2020, the initiative has supported more than 500 creative projects, which can cover various artforms from visual to performance to digital arts.

“The Creatives in Schools programme funds schools and teachers to collaborate with professional artists to deliver engaging learning experiences for students,” said Jan Tinetti, Minister of Education.

“We continue to hear positive stories from ākonga, kaiako, whānau, and the artists who’ve been involved in the programme. This is reinforced by the evaluations of the programme, which found that Creatives in Schools helps share knowledge and offers creative opportunities for teaching and learning in kura and schools.”

The programme is delivered by the Ministry of Education in partnership with the Ministry for Culture and Heritage and Creative New Zealand.

“Over 90 per cent of teachers involved in 2022 projects reported they helped students to develop critical thinking skills and self-management skills and supported students to express themselves and become more competent using language, symbols and text,” added Carmel Sepuloni, Minister for Arts, Culture and Heritage.

Applications close on 21 August. More at artsonline.tki. org.nz/Teaching-and-Learning/Creatives-in-schools

If you’d like to know more, you can download the whole report at ed.gov/documents/ai-report/ai-report.pdf

GOOGLE LAUNCHES POCKET GALLERY FOR MUSEUMS

Google has teamed up with more than 50 museums and galleries around the world to launch Pocket Gallery, a new digital tool that helps museums and curators present and share their collections in virtual 3D gallery spaces. With just a few clicks, institutions can personalise every aspect of their galleries, from text to audio to colour schemes and beyond, opening up new spaces for cultural storytelling.

Peruse the 61 Pocket Galleries so far at artsandculture. google.com/project/pocket-gallery

Doing things a little differently is just the way we roll at academyEX

Learning to extend your skills takes effort and commitment over and above your regular day to day. There’s no denying that. But when you do it with others, you share the journey and growth. Here at academyEX, we do things a little differently, and so can you, making a sustainable, impactful change in the world and in the lives of your students.

That’s what’s so exciting about learning with academyEX. We’re all about learning that is highly practical and focuses on adding measurable value to your school, classroom, or community. If you study with a friend or colleague you can even choose to work on your project together.

You’ll also meet people you may not ordinarily cross paths with, who work in different industries and have different perspectives. Guided by the value we

place in ako, or reciprocal learning, we encourage everyone to bring their experience and expertise to class discussions.

Postgraduate Certificate

Our Postgraduate Certificate in Digital and Collaborative Learning (DCL) has changed since starting in 2014. It can now be done fully online, from wherever you are, with weekly interactive 90-minute Zoom sessions. Optionally, you can join some sessions face to face at academyEX Auckland HQ during the school holidays. There are now just four competencybased assessments, two of which are collaborative, so you’re not in it alone. Whilst teaching happens in English, you can submit all your assessments in Te Reo Ma - ori and in various formats

(including video). And with stackable credits, after completing DCL you’ll be one third of the way to your Masters!

We’re here to help you create impactful futures by extending your skills and knowledge with focus on the future while also building a tool kit to use right away. Do it your way and join us at academyEX!

Article by academyEX

The Mind Lab you know and love is still here, only now it’s a faculty of academyEX, where it continues its mission to make education exactly what you need for the real-world challenges you want to solve.

Empowering students in the face of evolving cyber threats

From Grok Academy, Cyber Skills Aotearoa provides classroom-ready activities and challenges to develop students’ cyber security and digital literacy skills. All resources are free, aligned with the NZ Curriculum and available in English and te reo Ma-ori.

In today’s fast-paced and interconnected world, digital literacy and cyber skills have become essential for everyone. The rapid advancement of technology has brought immense opportunities but also numerous challenges, particularly in the realm of cybersecurity. To address these, Grok Academy, in collaboration with Ta - tai Aho Rau Core Education, has developed the free Cyber Skills Aotearoa/Pu - kenga a - -Ipurangi Aotearoa programme, which aims to teach cyber security skills for a - konga in Years 6-13.

The programme has been developed in both English and te reo Ma - ori and is aligned to the Digital Technologies and Hangarau Matihiko curriculum area. It’s available free to all schools, kura and kura kaupapa Ma - ori, through the support of industry partners.

Engaging and hands-on

Cyber Skills Aotearoa is an innovative activity designed to provide students with comprehensive cybersecurity education, including insights into cybersecurity careers. By introducing the fundamental concepts of cybersecurity, the course fosters a culture of digital resilience, critical thinking, and ethical behaviour. Through engaging and hands-on learning experiences, a - konga are equipped with practical skills that enable them to protect their personal information, identify and mitigate cyber threats, and make responsible decisions in regard to their online data and social media interactions.

The Grok Academy online learning platform provides teachers with a dashboard for managing students and monitoring their progress through the modules and activities. There is an automated feedback and marking system to reduce workload and provide a - konga with support to complete the online learning tasks. In addition to the online learning, there are unplugged activities and a teacher guide for each module that provides suggested follow-up classroom activities and discussion topics.

Recognising the importance of early intervention, the course offers ageappropriate modules for upper primary and intermediate school students, introducing them to basic concepts of cyber security with a focus on responsible sharing and password security. As students progress to secondary school, they delve deeper into the world of cybersecurity, exploring topics such as multi-factor authentication, phishing and scams, web application security, ethical hacking and encryption.

By providing a well-structured and progressive curriculum, it ensures that students develop a solid foundation of cyber skills that can be further honed as they pursue higher education or enter the workforce.

Real-world scenarios

One of the programme’s strengths lies in its emphasis on practical application, making learning interactive and engaging. Cyber Skills Aotearoa/Pu - kenga a - -Ipurangi Aotearoa goes beyond theoretical knowledge, encouraging a - konga to actively engage with real-world scenarios and hands-on activities.

Participants interact with simulated social media and web interfaces in the role of an ethical hacker to sleuth out information

and solve problems. They gain valuable insights into the intricacies of cybersecurity, enhancing their problemsolving abilities and critical thinking skills. The programme also promotes teamwork, reflecting the collaborative nature of cybersecurity operations in the professional world. Through these experiential learning opportunities, students develop a strong sense of agency, enabling them to become proactive digital citizens who can contribute to a safer online environment.

Lastly, in addition to its educational impact, Cyber Skills Aotearoa plays a vital role in promoting diversity and inclusion in the field of cybersecurity. It encourages a - konga from all backgrounds to explore the exciting and rewarding career opportunities in this field. By fostering a diverse and inclusive cybersecurity workforce, Cyber Skills Aotearoa/Pu - kenga a - -Ipurangi Aotearoa paves the way for innovation and resilience in the face of evolving cyber threats.

By Julie McMahon, Grok Academy.

For more information on Cyber Skills Aotearoa, including topic and careers videos, go to grokacademy.org/cyber-nz/ and grokacademy.org/cyber-nz-maori/

Wow, that was four awesome events!

Thanks to everyone who joined us at our INTERFACEXpo events this year, in Dunedin, Lincoln, Cambridge, and Auckalnd. There was information and ideas aplenty, inspiration, quizzes and questions, debate, fun and games, measurements, horses, dogs, food and drink, AI and robots, heaps of prizes, and the global launch of new, homegrown educational game Kiwi Kai. What more could you ask for? We had a great time – and it looks like you did, too.

To find out more about our sponsors go to interfacexpo.nz/sponsors2023/

Are you playing your part by adding fun and games to students’ learning?

Teaching’s not all fun and games – but where’s the harm is bringing some engaging and amusing activities into the classroom? Here teachers tell us how gamifying their classrooms not only adds enjoyment but also improves learning outcomes.

Engagement comes from the joy of winning, earning points and the fun

When starting out as teachers we are asked what are our values? What do we feel is important? How will we engage learners? How can we have any idea how we will teach at the start of our career? I can promise my pedagogy didn’t include anything about making learning fun.

The reality is teachers change and grow their teaching styles throughout their careers. Our practice evolves and with the increasing number of teachers sharing their daily lives on social media, new ideas are only a swipe away. My journey with gamification began during the struggles of 2020 when I was looking for ways to engage my students in learning and review. Now, I can’t imagine my classroom any other way. My students beg to play their favourite games when it’s learning time!

Every lesson

Gamification is defined as the application of typical elements of gameplay to other areas of activity. In a classroom, that means that every lesson can be a chance to gamify. Over the last few years, I have used gamification across the curriculum. My most used games have come from Instagram, TikTok, Conferences, and Google searching. My kete continues to grow and I swap games in and out so they stay fresh.

Most of the games I use are low prep, have minimal materials and can adapt to any learning area. Some have come to me on the fly, others are adapted from an original game found online or a copy and paste of the rules. The best games don’t need to be fancy or take a lot of time. The engagement comes from the joy of winning, earning points and the fun.

Picking prizes

Prizes are always a big question for students. What are they working towards? What will they win? You could play for bragging rights, early playtime or a small prize in a one-off game or an ongoing tournament. I picked up a bag of small plastic trophies in 2021 on clearance at a party store. Each term my students competed in year-group teams to win the trophies. They loved taking their trophies home to share with their wha - nau at the end of the term and throughout the year everyone won a trophy.

An alternative is a system where students earn points in a thermometer. This is my

By Jordan Shallcrass, Rolleston School

go-to during Spelling review weeks. Students complete tasks and play games to earn points. The more points the more or bigger the rewards. This has led to class auctions, controlling the teacher’s TikTok and 3D design or coding sessions. Students can design their rewards and take ownership of the system to increase their motivation.

The following are just a few examples of our favourite games. Most can adapt to suit a wide range of year levels as they are not specific to a skill or area of knowledge.

Pie Face

The first game I ever tried came from a virtual conference. I got up in the early hours to connect to the American conference and was caught with the idea of turning Maths into a game. Shared by Hello Fifth (instagram.com/hello_fifth/ ), this uses the game Pie Face. I normally split my class into two teams. Each question is answered by both teams. If they are correct a member of the team has a turn with the Pie Face. They get one point for having a go and three points if they are hit in the face. Rather than cream, we use wet sponges. This is a great way to cool down on a hot day and enjoy reviewing our learning at the end of the week.

Continued on page 19 …

Students compete in writing battles judged by AI

By James Riley, Douglas Park School

One of the ways I have used gamification in my classroom is simulating arena battles between characters that children have written (as character descriptions). To assist, I used ChatGPT and AI art generators.

Firstly, this ChatGPT prompt was shared with students:

“I will give you two characters. Make a secret score for each. Award a point for a simile, a metaphor, an alliteration, describing appearance, describing personality. Also, award bonus points to characters who are interesting and would not usually fight in an arena. I will give you the first character. Then I will give you the second. Then I want you to write a short story about the characters battling in an arena, they should not fight to the death, but there should be a clear victor. The winner of the battle should be the character with the highest score.” Students wrote character descriptions trying to meet as many of the success criteria as they could. They also used an AI image generator to make a picture for their character. The following is an example of student work:

The Vegan Teacher

‘The vegan teacher loves vegetables but hates babies, even cute ones. She loves nature and animals. She has green sparkly vegetable eyes and blonde hair. She has a quick reaction speed but she is very weak. She has been gifted to talk to chickens. The only bad part about talking to chickens is that she will turn into one for an entire day! And when that happens the vegan teacher will be as weak as hitting you with a feather. The vegan teacher has a heart of carrot gold with spinach sprinkled on top. She has a pet pig named Petty. Petty is very emotional when someone angers her she gets angry and if someone makes her sad, well you get the point. The vegan teacher is also a professional carrot thrower.’

Place bets

The students were paired up and the characters were entered into ChatGPT with the original prompt. Before the result was displayed students were able to ‘place bets’ on who would come out on top. This was essentially a rich discussion between students about which piece of writing had met the success criteria the best.

ChatGPT then wrote the story weaving together the two character concepts and determining the outcome. For example:

The Vegan Teacher v Glue Stick

‘The Vegan Teacher and The Glue Stick were both competitors in the annual Vegetable Throwing Championship. The competition took place in a large stadium, where the contestants had to throw vegetables at each other until one was deemed the victor.

The Vegan Teacher was excited to participate, as she was a professional carrot thrower. She had trained for months for this event and was determined to win. On the other hand, The Glue Stick was a bit nervous, as he had never competed in such an event before. The competition began, and The Vegan Teacher quickly took the lead with her accurate and powerful carrot throws. The Glue Stick tried to keep up by using his glue stick to stick vegetables to the wall, but it didn’t work as well as he had hoped.

Despite his struggles, The Glue Stick didn’t give up. He used his quick reflexes to dodge The Vegan Teacher’s carrots and started throwing vegetables of his own. The Vegan Teacher was surprised by The Glue Stick’s sudden burst of energy and was caught off guard.

The two competitors continued to throw vegetables at each other, with The Vegan Teacher still in the lead but The Glue Stick slowly catching up. Suddenly, The Vegan Teacher made a mistake and accidentally hit Petty, The Vegan Teacher’s emotional pet pig, with a carrot.

The Glue Stick saw how upset The Vegan Teacher was and decided to take a break from the competition. He approached her and offered to help her take care of Petty until she felt better. The Vegan Teacher was touched by The Glue Stick’s kindness and accepted his offer.

The competition was put on hold while The Glue Stick and The Vegan Teacher took care of Petty. They realized that they had more in common than they thought and became good friends. In the end, there was no clear winner of the competition, but both The Vegan Teacher and The Glue Stick were happy to have made a new friend.’

Afterwards, students had time to revisit their work and make adjustments to help ensure success in future rounds. They also suggested that next they wanted to use ChatGPT to simulate a cooking competition and they would write chef characters and food descriptions.

James Riley teaches at Douglas Park School in Masterton.

JAMES SPEAKING AT INTERFACEXPO IN LINCOLN.

... Continued from p17.

Sack toss games

Sack toss games can be picked up for an affordable price and often include a scoring feature. My games pack down flat meaning they take minimal space but are easy to put together.

These games follow the same structure as any other. I will often create slides that have questions or tasks that relate to what we have focused on during the week. This works best with only a few teams. Splitting the class in half with mixed abilities allows students to support each other. If teams get the answer correct they can toss to earn points. A piece of tape or a chalk line on the carpet is an easy way to mark the toss line.

Stinky Feet

It sounds gross I know but it is one of our top games. You can create a physical version of the game. I used black sticky notes to ensure they cannot be seen through. There are also amazing free templates online. Group your students, give them the question and if they meet the expectation they select a sticky note. This game stands out because of the mystery of the points. You can have positive points, negative points, multipliers, dividers, give points to other teams, steal points from other teams and Stinky Feet (lose everything).

Grudge Ball

There are many versions and names for this game. I use Grudge Ball because there are definitely grudges when it comes to this game. Each team starts with 10 lives. They could be X’s on the whiteboard or something more elaborate like a castle that is under attack. If students get a question right they instantly get two hits they can use on any other team. They then have the chance to earn more kids by taking a shot. I use a piece of paper tossed into a basket or bin. Set two lines they can throw from. If they score from the 2-point line they can take four hits total. If they score from the 3-point line they take five hits. This could mean taking out half of the lives from one team or spreading it out across the other

teams. If teams run out of lives they need to get a question right and score from the 3-point line to get five lives back on the board and continue the game. If they get the question wrong, you can include the rule they give another team two lives.

This game has been so popular I created a video of the rules recently.

Other game ideas

I have created other games using noughts and crosses. I have run four across noughts and crosses, a game where teams need to win three games at once to win and noughts and crosses where each section has a mini noughts and crosses game inside.

The most important thing in gamification is to approach teaching and learning playfully. Think about how you can add fun to a lesson that engages your students. Learning doesn’t need to be serious to sink in and be retained.

Jordan Shallcrass teaches Years 5 and 6, and is Digital Technology Lead Teacher at Rolleston School.

Follow her on Instagram (instagram.com/miss_ shallcrass/ ) and TikTok (tiktok.com/@ miss_shallcrass).

Experience points to improved learning with gamified activities

Gamification is defined as ‘the application of game design elements in non-game contexts to improve user engagement’. Successful game elements are those that enhance, not distract, from the learning intentions, such as choice, challenges that offer instant feedback, and rewards. For a gamified learning project I am doing in class at the moment, I wrote a spreadsheet that acts like a game for the children. They complete independent activities and gain experience points, which are called XP, for doing so. They enter this XP on their spreadsheet next to the activity and once they get enough, they level up. The next levels open up different activities that they can do.

Earn free time

They also earn ‘free time’, that is measured as a percentage of the XP that they gain. There are rules around taking the free time, which I talk about and explain when I launch the project. There’s also a story that runs behind the spreadsheet as well.

I’ve been running this for about five years and, each year, the children contribute their ideas and we change the spreadsheet together. It started off just being for reading and then they convinced me into including all sorts of other activities, including maths, writing, and others. As such, the sheet of today is quite different from the one I introduced back in 2018!

By Lisa Everett, Nukumea Primary School

Having the spreadsheet allows me to give the students agency over their learning. They choose the activities they want to do. There are too many for one student to complete in a week, so there is lots of choice. It also stops the children from interrupting me during group lessons asking what they can do next.

Questions and quests

For anyone interested, there are some simple ways to gamify a classroom. Things like:

• Create a system where students earn points for homework, correct answers on assignments, or for answering questions;

• Turn lessons into quests where students can have the choice of what they do; and

• Create achievements for activities. Rewards could include leaderboards, extra time for assignments, students creating their own quests, and badges for achievements.

Enjoyment and ability

The results of my project have been positive. For reading, both the students’ enjoyment and perception of their own ability has increased from before to after the inquiry. Pre and Post Probe tests were completed on a sample of students across a range of academic level. These results

show the impact over only eight weeks. All students tested show accelerated learning over the course of the inquiry.

I am thinking of expanding on the project (perhaps even get it coded into a proper game). From July, I am starting my Masters and am hoping my studies will give me the vehicle in which to look into the expansion.

Lisa Everett teaches at Nukumea Primary School in Orewa, Auckland.

Better understand and connect to the land with Kiwi Kai

‘Your farmer friends, Freida and Fred, have left and gone on a three-year adventure. Lucky them! The community was asked to look after their farm. We need someone to help them care for this land. Are you game to play Kiwi Kai?’, asks Catriona MacLeod.

Although agriculture still plays a major part in the country’s economy, working on the land is no longer a major occupation. Many who live in urban areas are becoming increasing disconnected from rural landscapes and from understanding the challenges of managing the environment within which their food is produced.

We need to enable young people to engage in current and future debates about agricultural land management. To do this, we need to build their capability to understand the living world, as well as the roles of place, values, change, and economics in influencing environmental outcomes, educational game Kiwi Kai aims to support such capability building.

Empowering critical thinking

How healthy is your food? A kiwi guide invites students to manage a virtual farm simulation for three years and balance three goals:

• Manaakihia te taiao – Care for nature;

• Whakatipua he kai hauora – Grow healthy food; and

• Manaaki ta-ngata – Care for community.

Manaakihia te taiao/Care for nature:

Five nature-based quests lie at the heart of Kiwi Kai’s design, inviting the player to discover what nature is missing or currently lives in each farm habitat – patiki/paddocks, awa/stream, repo/wetland, and ngahere/forest. Each quest encourages the player to restore the habitat’s mauri/lifeforce, offering them a variety of different decision pathways.

On completing a quest, the player is awarded a bronze, silver or gold badge for being a Pa-tiki Protector, Awa Ally, Repo Restorer, Ngahere Nurturer or Pest Controller. Additional badges are given for being a Seed Saver, Taiao Tracker or Taiao Carer.

Whakatipua he kai hauora/Grow healthy food: When deciding what to grow in their pa-tiki, the player can select from a range of crops (wa-ti/wheat, ra-wai/potatoes

or pa-/peas), orchards (tiere/cherries or a-poro/ apples) and livestock (kau/cows or hipi/sheep). Their ability to produce healthy food is influenced by their choices and whether they complete their chores.

Manaaki ta-ngata/Care for community: The player also has opportunities to interact with their community, learning about their different roles, values and perspectives. They are rewarded for helping others, networking and team building – with gilded badges reflecting the level and nature of their interactions.

Co-designing an online learning tool

The game was designed by a team, led by Manaaki Whenua – Landcare Research, who provided expertise in agriculture, ecology, ma-tauranga Ma - ori, education, game design, and science communication. The farm scenarios were enriched with information gathered from a diverse range of webpages, factsheets, reports and databases administered by more than 50 organisations (encompassing education, environment, finance, government, and others.

Adapting an existing game framework

Kiwi Kai combines a novella-style design (adapted from Geo AR’s ‘Stand Tall’ app) with 2D-reward rooms for each habitat to visualise changes on the farm. The tool’s modular nature means other components can be readily added in the future. It’s also optimised for use on a Chromebook or Chrome browser.

Testing and refining the tool with NZ students

Kiwi Kai was developed with input from 200+ students (Years 4-8) across five schools, although working most closely

with Carisbrook School and North-East Valley Normal School in Dunedin. Students helped name, test and refine Kiwi Kai, recommending improvements that we implemented, including:

• enhance the game mechanics (versus adding voice overs);

• add quizzes to test their knowledge;

• cutback script text to minimise need for reading;

• provide the ability to save their progress; and

• personalise some aspects of the farm and their avatar.

Helping teachers apply the tool in the classroom

The learning outcomes align with Levels 3-4 of the New Zealand Curriculum. The Science Learning Hub (sciencelearn.org. nz) provides a suite of wrap-around articles, supporting videos and interactives that make it easy for teachers to use Kiwi Kai as a springboard for curriculum-linked learning in the classroom.

By Catriona MacLeod, Manaaki Whenua – Landcare Research, Dunedin, who presented on

the development of Kiwi Kai at INTERFACE Xpo in Auckland.

For more information go to kiwikai.nz

Play the game at app.kiwikai.nz

Students show high interest in money game app

Stand

Tall is a fun and free game designed to help young people with intellectual disabilities learn how to manage their money. It’s currently being put through its paces by students in some Wellington secondary schools, write Penny Harding.

Stand Tall challenges its players to think about their day-to-day spending choices. The idea is to dodge tricky situations like getting to the end of the week and finding there’s no cash left for dinner, or enough money for a movie but no popcorn.

IHC developed the app with online gaming company InGame and involved young testers who were neuro diverse, autistic or had an intellectual disability to give feedback on the real-life scenarios.

To start, a player chooses their avatar, or character, and makes choices and spends money. The setting changes in line with their choices from their flat to the supermarket or the gym and the total in their ‘wallet’ reduces.

Players can play at their own pace and repeat stages if necessary, and a voiceover option is also available. The game is designed to be played by individuals, but it also works well as a group activity.

Shopping scenario

Students at Wainuiomata High School and Hutt Valley High School are the latest to try the app. Phil Clarke, IHC Head of Library and Information Resourcing, says

students ran through the grocery shopping scenario together on a big screen and then explored the game on their own devices.

“The kids loved it, and they loved creating their own avatar,” added Head of Learning Support at Wainuiomata High School Emily Goldie.

She says they were impatient for the group session to be over so they could have a go. But with 18 students all wanting to play at the same time it proved too much of a challenge for the school’s wi-fi connection.

“They needed help initially setting it up but, once they understood, it was really easy to use. The students ranged in age from 13 to 21 years. Obviously the older students got more out of it because that is who it is aimed for.”

Emily believes Stand Tall is a great tool to be used in conjunction with other teaching – at home with parents and in supported living with a carer – and it tackles the hardest transition: leaving school.

Making decisions

Heather Lear, Head of Tautoko, the Supported Learning Centre at Hutt Valley High School, says not all of her 15 students were familiar with gaming scenarios but really enjoyed exploring the app and being immersed in a digital world where they had to make their own decisions.

“We did it in small groups and it was good to see some of the students being supported by the more capable ones.”

PLAYERS (FROM FRONT LEFT CLOCKWISE): DAMYEN FIELD, TAYLOR RIGBY, KRYSTAL TE MOMO POPE, GIZEL GILBERT, AND OLIVIA BUCKHAM.

The keener ones were inclined to race ahead, she explained.

“There is a danger of students clicking through and not actually thinking about it. I have been looking for something similar to this for a while. It’s really hard to find life skills stuff pitched at the right level.”

Awesome experience

InGame app designer Melanie Langlotz says the testers helped developers to understand some of the struggles faced by disabled young people and to how to meet their needs.

Annie Cunnington, 23, from Bayswater on Auckland’s North Shore, was a tester at the first development workshop.

“I loved how vocal she was,” said Melanie. “She would tell us what worked for her in the game and what she liked.”

After the workshop, Annie was offered work creating bodies, hairstyles and accessories for some of the avatars.

“It has been an awesome experience,” said Annie, who is now studying for a Bachelor of Creative Technologies – Game Art degree at Media Design School in Auckland.

Sensible suggestions

There was more great feedback from Louis Hall, 19, from Northcote in Auckland, who has his own game review channel on YouTube.

“He is quite phenomenal in how he can pick the game apart. All his suggestions made sense,” added Melanie.

Louis was offered a job providing the voiceover for one of the Stand Tall characters, Jono, the difficult boyfriend of one of the flatmates.

“I finished school two years ago and I have done a Level 5 course in radio journalism at Manukau at the New Zealand School of Broadcasting,” he said. The Holdsworth Charitable Trust donated $20,000 in seed funding for Stand Tall, and $75,000 was contributed from the Ministry of Social Development fund for initiatives to help people with disabilities stay active and connected in their communities after COVID-19.

Find out more at ihc.org.nz/stand-tall or play the game at ihc-standtall.com/ Stand Tall can also be downloaded free on Google Play and Apple iTunes.

Article by Penny Harding, IHC New Zealand.

IHC’S LILY WILSON PRESENTING ABOUT STAND TALL.

Students positive about AI but not sure if it’s cheating

New research shows that students are generally positive towards the use of AI tools such as ChatGPT in education. However, they do see challenges with the technology and where the boundary for cheating lies remains highly unclear.

Students are almost all aware of AI tools such as ChatGPT. One-third use it regularly and more than half are positive about using chatbots in their studies, according to a survey from Chalmers University of Technology in Gothenburg in Sweden, the first large-scale study in Europe to investigate students’ attitudes towards artificial intelligence in higher education.

Nearly 6,000 university students participated in April and May this year. The survey was distributed through social media, as well as targeted efforts from multiple universities and student organisations.

Two-thirds opposed a ban on chatbots, and 77 per cent were against a ban on other AI tools (such as Grammarly) in education. Sixty-two per cent believed that using chatbots during exams was cheating. However, where the boundary for cheating lies was highly unclear.

Comments made to researchers included:

• “I am afraid of AI and what it could mean for the future.”

• “Don’t worry so much! Keep up with the development and adapt your teaching for the future.”

• “ChatGPT and similar tools will revolutionise how we learn, and we will be able to come up with amazing things.”

“The students express strong, diverse, and in many cases emotionally charged opinions,” said Hans Malmström, Professor at the Department of Communication and Learning at the University.

More than a third use ChatGPT regularly

A majority of the respondents believed that chatbots and AI language tools made them more efficient as students and argued that such tools improved their academic writing and overall language skills. Virtually all the responding students were familiar with ChatGPT, the majority used the tool, and 35 percent used it regularly.

Lack guidance – opposed a ban

Despite their positive attitude towards AI, many students felt anxious and lacked clear guidance on how to use AI in the learning environments they were in, not knowing where the boundary for cheating lies.

“Most students have no idea whether their educational institution has any rules or guidelines for using AI responsibly, and that is of course worrying. At the same time, an overwhelming majority is against a ban on AI in educational contexts,” said Malmström.

No replacement for critical thinking

Many students perceived chatbots as a mentor or teacher that they could ask questions or get help from, for example, with

explanations

of concepts and summaries of ideas. The dominant attitude was that chatbots should be used as an aid, not replace students’ own critical thinking. Or as one student put it: “You should be able to do the same things as the AI, but it should help you do it. You should not use a calculator if you don’t know what the plus sign on it does.”

Aid in case of disabilities

Another important aspect that emerged in the survey was that AI serves as an effective aid for people with various disabilities. A student with ADD and dyslexia described how they had spent 20 minutes writing down their answer in the survey and then improved it by inputting the text into ChatGPT: “It’s like being colour blind and suddenly being able to see all the beautiful colours.”

Giving students a voice

“We hope and believe that the answers from this survey will give students a voice and the results will thus be an important contribution to our collective understanding of AI and learning.” Compiled by the INTERFACE Team.

Summary of results

• 95% of students are familiar with ChatGPT, while awareness of other chatbots is very low.

• 56% are positive about using chatbots in their studies; 35% use ChatGTP regularly.

• 60% are opposed to a ban on chatbots, and 77% are against a ban on other AI tools (such as Grammarly) in education.

• More than half of the students do not know if their institution has guidelines for how AI can be used in education; one in four explicitly says that their institution lack such regulations.

• 62% believe that using chatbots during examinations is cheating.

• Students express some concern about AI development, and there is particular concern over the impact of chatbots on future education.

Shark Tank event seeks ways to protect native species

In May, 40 eager a-konga and eight dedicated kaiako from across the Otago region gathered for Otepoti’s first ever Shark Tank event. The venue, Orokonui Sanctuary, provided an awe-inspiring backdrop for an unforgettable experience, as Tash McLellan explains.

“On the first day, the sanctuary’s incredible rangers captivated a - konga, (all in Years 7-9), as they rotated around four different stations. Immersed in the sanctuary’s work and the challenges they face, a - konga learnt about the extraordinary efforts the sanctuary is making to protect our environment.

“The following day brought a new level of excitement as a - konga formed teams of four and collaborated to design innovative digital solutions. With guidance from Brenton Wyett, an expert from Amazon Web Services (AWS), kaiako also had the opportunity to explore the power of AWS Spark and its potential to enhance the current curriculum.

Brilliant Ideas

“In the afternoon, each team had their moment to shine as they pitched their brilliant ideas, which include banded chips to track the birds powered by perpetual motion, arcade games to educate about endangered birds, and digital monitoring of pest traps through motion sensors. Amidst fierce competition, it was a team from John McGlashan College who claimed the top spot. “Shark Tank Otepoti not only provided a platform for digital learning and problem-solving but also served as a reminder of the incredible potential our youth possess to shape a better future.”

Tash McLellan is a MOE accredited PLD facilitator at impactED and was in charge of organising and leading this event. For information about future Shark Tank events go to impacted.co.nz/events/

COOL GIZMOS

Take a quick show of digital hands or gain instant insights and feedback with Superpolls (superpoll.app). Create and share polls with a range of features, including customisable template and real-time results. Simply ask your question and provide answer options, create and wait for the results.

GAMES

Can you reach net zero by 2050? See if you can save the planet from the worst in the Climate Game (ig.ft.com/ climate-game/). Created by the Financial Times, players are challenged to make decisions for cutting carbon emissions to help protect people and for the planet to remain habitable.

AI TOOLS

Create your own virtual assistants with BitLife (bitlife.ai). Choose a template –like daily inspirator, fitness coach and translator – or simply describe the type of chatbot assistant you want, from character traits to skills. Refine and tweak, and have a chat to check it out, then submit and use.

Watched a video and would like to save a copy of what’s said? YouTube Transcript (youtubetranscript.com) can do exactly that. Simply enter the video’s url and hit ‘go’. The site will show the video along with the text. Scroll down to read, cut and paste, or copy the entire transcript.

Timeguessr (timeguessr.com) adds a new dimension to a geography challenge. It shows an image and you have to identify both the scene’s location and the year in which it was taken. Place your pin on the world map, select a date and make your guess. The site shows the answer and reveals your level of accuracy.

Generate presentations with Presentation GPT (presentationgpt. com). Explain what you want it to be about, choose a theme and then create. In just a few minutes, it’ll produce a detailed file (which will work with PowerPoint and Google Slides). You will want to edit but you’ll have a ready-made place to start.

Vento (vento.so) is an easy-to-use and effective screen recording tool. Give access and start recording. It lets you pause, rewind a few seconds, and rerecord over any mistakes. Create chapter headings, so viewers can skip to points of interest, or add author annotations that can provide extra information to viewers.

Frankenstories (frankenstories. writelike.org) is a fast-paced, multiplayer writing game designed to build writing and collaboration skills. You provide a prompt, players respond to it, and then everyone votes after each ‘round’ about which response they think is best. There’s a free option and a 30-day trial available.

Having trouble using ChatGPT? Help is at hand with Chat Prompt Genius (chatpromptgenius.com). Its aim is to assist you in generating high-quality prompts and content ideas for chatbot conversations, saving time, streamlining your content creation process, and improved the overall experience.

Space Scoop (spacescoop.org) provides news related to space, the universe and all manner of cosmic events. Learn about the latest missions aboard the International Space Station, explore images and videos, and search for information by keywords or topic – like asteroids, comets, nebulae, and dark matter.

DrawingNow (drawingnow.com) offers 1000s of free step-by-step, how-to-draw lessons for animals, manga, cartoons, and more. Learn to draw simply by completing the sketching steps in each video tutorial. Alternatively, print each tutorial’s colouring pages with images and detailed explanation.

HISTORY

For a fascinating collection of materials check out the Hanover Historical Texts Collection (history.hanover.edu/project. php). The site makes available digital versions of historical texts for use in history studies. Search by keyword or browse categories, including Ancient Greece and Rome, Modern Europe and Africa/Asia.

Sloan Digital Sky Survey (cas.sdss.org) is an ongoing project to map a large part of the universe. It offers wide-ranging telescope views and digital images. Navigate around the night sky, explore specific celestial objects, analyse basic data, ask questions, and complete projects.

Frog. Hippo. Car. Ship. Dinosaur. Butterfly. Learn to draw these and many more as cartoons and sketches with Learn Drawing for Kids (kidsfront.com/how_to_ draw/). Follow the simple steps to create your own images, a single component at a time. There are 35 in total to choose from.

Alpha History (alphahistory.com) describes itself as an online textbook for history teachers and students. It currently spans 12 different historical periods, and contains 1000s of resources including topic summaries, documents, images, maps, timelines, and biographical profiles, as well as a range of activities.

You could be the first person to discover a planet around a nearby star in the Milky Way! The Transiting Exoplanet Survey Satellite, TESS (bit.ly/tesstransit) needs volunteers to study the huge amounts of data its collecting, specifically to find transits, where a planet passes in front of its parent star. Give it a try!

From Disney and Marvel favourites to Fortnite skins and Pokémon, Easy Drawing Tutorials (easydrawingtutorials.com) has something for everyone in your class. Each has a video lesson. Follow the step-by-step instructions to learn how to draw a wide range of characters and objects.

Exploring ancestry? Easily and quickly build a family tree with the Family Tree Creator (dnaweekly.com/tools/ family-tree-maker/). Simply follow prompts to add family members within the designated boxes. You can add dates of birth and death to each entry, and include an image. Download and share when done.

3D smart glasses help students build literacy skills

A recent Australian study into learning with mixed reality technology has found that the use of 3D virtual objects overlayed on the real world enhanced and improved print-based, twodimensional (2D) written and illustrated texts through the creation of digital multimedia versions.

Lead researcher Professor Kathy Mills said the outcomes showed the benefits of transmedia storytelling using a variety of platforms to boost students’ storytelling, communication and creativity.

“This new generation of wearable technology is not a passing fad, it is the way of the future,” said Mills, of Australian Catholic University’s Institute for Learning Sciences and Teacher Education (ILSTE).

“Using mixed reality technology supports students to produce truly multimedia texts, improves their digital literacy skills, and enhances their storytelling across different modes. Using such technologies targets multimodal literacy learning that is an important part of the national curriculum.”

Bring stories to life

As part of the study, published in the journal Learning, Media and Technology, the students, aged 10 and 11 years old, first produced traditional 2D written and illustrated narratives set in different

biomes. Next, they used Microsoft HoloLens 2 devices to bring their stories to life by using a range of hologram images superimposed over the real classroom to illustrate the setting, characters, and events of their texts.

The students used voice activated video recording to tell their stories supported by the 3D holograms. Researchers were able to monitor their work by livestreaming the students’ view through their 3D mixed reality smart glasses to a computer. They were consequently able to understand the students’ experiences with the novel storytelling process and its similarities and distinctions to conventional forms of writing a story.

“The students were absolutely mesmerised,” she said. “They were totally immersed in this experience that

turned their 2D drawings and print-based writing into 3D interactive holographic scenes that they could talk to.

“They were able to provide greater visual detail to their stories, move holograms around to provide different perspectives and angles, and focus viewer attention in ways they could not do with conventional 2D media.”

Haptic gestures

Mills said the students’ interactions with the virtual environment using hand and finger movements, known as haptics, to carry out functions such as grabbing, dragging, pinching, pointing, and touching holograms, supported and embedded their learning.

“The in-air haptic gestures allow for deeper meaning-making by activating the brain in a more stimulating and interactive way.”

Despite excitement over the new tech, the study also noted that students believed the art of storytelling was still at the heart of the activity.

“This technology will have a significant impact on education in the future, particular as the cost of these resources drops,” added Mills. “But it is not at the expense of traditional forms of literacy, rather it’s complementary and gives students the best of the material and virtual reality worlds.”

Find out more at: bit.ly/3dglassesstudy

New research shows that three-dimensional (3D) smart glasses can help students boost their storytelling, communication, and creativity through blending virtual and real worlds.

CODE MASTER: PROGRAMMING LOGIC GAME 1to WIN!

Try a different take on coding by learning the basics without a computer. In Code Master: Programming Logic Game, travel to an exotic world in search of power crystals. Along the way, players use programming logic to navigate the map. But think carefully as, in each level, only one specific sequence of actions will lead to success. As well as teaching the principles behind programming, players also build planning, sequential reasoning and problem-solving skills.

We have one Code Master: Programming Logic Game to give away. Enter online.

Entries close Monday 31 July.

2to WIN!

USB DUST PLUG CHARGING PORT COVER

Dust. Clothing Lint. Sand. Crumbs. Dirt. There are all manner of unwanted materials that can find their way into the ports on your devices. Gradually, they can build up and, eventually, start to cause connection and charging problems. Keep them out and your ports clean and empty with a USB Dust Plug Charging Port Cover. Made from a rubber/silica gel mix, they fit snugly and can be easily removed.

We have two packs of five dust plugs (mixed colours) up for grabs. Be in to win one of them by entering on our website.

Entries close Monday 31 July.

We have some awesome prizes up for grabs this issue.

2to WIN!

FOLDABLE, WIRED OVER-EAR HEADPHONES

Using headphones helps students focus and keeps sound levels down in the classroom. The Kubite Foldable, Wired Over-Ear Headphones are great for the job, offering high-quality sound, practical design and ease of use. Enjoy comfortable listening thanks to the adjustable headband length and soft ear cushion. The foldable design and weight (just 60 grams) makes it easy to store or carry. The 3.5mm jack is compatible with most Notebooks and smartphones.

We have two headphones to give away, one light blue, the other red. Choose your preferred colour when submitting your entry

Entries close Monday 31 July.

BRAINBOX FM RADIO ELECTRONIC KIT

Learn how an FM radio works with this awesome ‘snap and play’ kit from BrainBox. As with all Brainbox kits there’s no soldering or trimming required as the set uses brightly coloured simple components with press-stud connectors. The radio kit includes: 2 x two-snap connectors, 3 x three-snap connectors, 1 x battery case, 1 x speaker, 1 x FM IC unit, and 1 x slide switch (but you’ll need to provide two AA batteries). Once built, tune into FM channels from 88 to 108.

If this prize is on your wavelength, we have one available. Enter on our website.

Entries close Monday 31 July.

1to WIN!

To enter any of the competitions just go to our website.