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TechDev Academy

A Silicon Valley-based Startup Company founded by young entrepreneurs and professionals from different backgrounds including education, IT, science, business administration, and marketing in 2019.

Raising Technologically Literate Kids – How You Can Do It

Raising Technologically Literate Kids – How You Can Do It

Technologically Literate Kids

Kids tend to take many things at face value, primarily because they aren’t critical thinkers yet. This means they’ll often copy what you do or believe what you tell them, particularly if you’re a trusted source, like a parent, teacher, or even a favorite cartoon character. As kids’ daily lives today have more technology-driven objects in them than ever, it becomes important to make them technologically literate. This will help them think critically about technology and even ask questions like those below:

  • Who created this?
  • Why did they design it this way? What’s the underlying basic concept?
  • How does this technology help me or society?
  • How can I use technology to express myself without hurting others’ feelings?
  • What are the risks of using this technology?

These are questions that technologically literate individuals can ask and explore.

 

Technological literacy – What is it?

Technology can be defined in many ways. To define broadly, technology is the process by which humans transform nature to meet their wants and needs. It can be said that technology is a blend of science and engineering. Science encompasses two elements – knowledge of the natural world and a process of inquiry that creates such knowledge. Engineering also includes two elements – knowledge (related to the creation and design of man-made products) and a process to solve problems. Thus, science and technology are closely connected. Scientific knowledge of the natural world is the foundation for much of modern technological development. For instance, the basis of computer chips’ design depends on a thorough knowledge of the electrical properties of silicon and other materials.

 

Similar to the goal of literacy in science, mathematics, etc., the goal of technological literacy is to provide kids with the tools to participate caringly and intelligently in the surrounding world. Thus, you can say that being technologically literate includes three interdependent aspects – knowledge, methods of thinking and acting, and capabilities. Thus, if you start building technological literacy skills in your kid starting at an early age, you would prepare him/her to be adept at thinking, accessing, using, creating, and modifying technology. At the same time, your kid would be aware that all technologies entail risks and pitfalls, and have certain limitations, which would help him/her navigate the terrain more carefully and thoughtfully.

 

Why do you need to raise technologically literate kids?

In today’s technology-driven world, teaching kids about technology, in general, and specific technological literacy skills in their formative years has become crucial. Such knowledge would help them evolve along with technological advancements and deepen their understanding, thinking, and interpretation of such technology. It would also enhance their decision-making ability (related to technology) and help them think dynamically while communicating, accessing, using, and engaging with objects powered by technology in the world around them. If you don’t initiate technological literacy programs at the right time, your kid is likely to feel overwhelmed as technology advances. Perhaps you now understand why it has become extremely important to raise technologically literate kids.

 

How can coding improve technological literacy?

For the present and future generations, coding and code literacy could be arguably one of the most important skills to learn when it comes to being technologically literate. Today, we’re surrounded by electronic devices, each of which runs several types of software that are driven by codes of some kind. From something as basic as grocery shopping to education, banking, and the professional field, our world today is heavily reliant on the internet. Thus, just as having a good understanding of grammar, spelling, and numeracy has become crucial to making a living in the modern world, so has coding. You can get your kid started with coding by opting for programs and platforms devised specifically for them like ScratchJr, Scratch, Raspberry Pi’s Code Club, etc.

 

If you’re not sure how coding would improve your kid’s technological literacy, let’s take a deeper look into modern society. As more and more products are now technologically-driven, the software and programs they use have become more sophisticated. This has made it increasingly difficult for the general public to understand how they work, thus making them further detached. While these products are comprehensively designed and tested to be as spontaneous to use as possible, their underlying working principle is quickly becoming something similar to magic for all but a selected few.

 

Let’s consider a scenario where you’re using a device that’s operated by software. When you aren’t technologically literate (or especially, code literate), you’ll have to accept the device and software with whatever limitations and agendas their makers have built into them. If you’ve been using the device for studying or work, you may be forced to change the lesson’s content or the layout of your presentation multiple times just because you couldn’t understand how to make the underlying technology work the way you want it to. But had you been technologically literate, you could have tweaked the code to make the software and the device meet your exact needs. And that’s how coding can help you kid.

 

By being familiar with how coding works, your kid would be better equipped to navigate the modern tech-driven terrain by understanding its limitations and even find out if those limits exist because the technology demands it or just because the creators or a company wants to have it that way. Thus, when your kid uses a website or an application, he/she would stop accepting them at face value and start engaging with them purposefully and critically instead.

 

Coding is a good way to make your kid technologically literate. Just make sure that your kid’s code learning is an open-ended playground and not a restricted playpen. When you insure your kid’s coding journey to become a playground, you would give him/her an open environment where he/she could be creative, express himself/herself freely, explore alone and/or with others, learn new skills, and solve problems while having fun. Your goal should be to give your kid a coding playground where he/she becomes a producer, not just a consumer, of technological products that can be shared with others.

 

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JOHN H. FALK

Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University

 

Dr. John H. Falk is Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University. He is a leading expert on free-choice learning; the learning that occurs when people have significant choice and control over what, where, and when they learn.

Get your syllabus

Get your syllabus

 

CHRISTINE CUNNINGHAM

Professor of Practice of Education and Engineering at Penn State University

 

Dr. Christine Cunningham is a Professor of Practice of Education and Engineering at Penn State University. Her work focuses on making engineering more relevant, accessible, and inclusive, especially for underserved and underrepresented populations. She does this by creating researched-based engineering curricula for PreK-8 children and their educators. Her book, Engineering in Elementary STEM Education, describes her groundbreaking work. Previously, Cunningham was the Founding Director of Engineering is Elementary. Cunningham has received a number of awards; in 2017 her work was recognized with the prestigious Harold W. McGraw Jr. Prize in Education.

 

CHRIS ROGERS

Chris Rogers Professor and Chair of Mechanical Engineering at Tufts University

 

His research interests are:

Engineering Education, Robotics, and Musical Instrument Design

 

Education

Ph., D Mechanical Engineering, Stanford University
M.S., Mechanical Engineering, Stanford University
B.S., Mechanical Engineering, Stanford University

 

Biography

Chris Rogers earned his B.S., M.S., and Ph.D. in mechanical engineering at Stanford University, where he worked with Professor John Eaton on his thesis on particle motion in a boundary layer flow. Rogers joined the Department of Mechanical Engineering at Tufts School of Engineering in 1989. He is involved in a number of research areas, including particle-laden flows (a continuation of his thesis), telerobotics and controls, the slurry flows in chemical-mechanical planarization, the engineering of musical instruments, measuring flame shapes of couch fires, measuring fruit-fly locomotion, and engineering education (kindergarten to college). At Tufts, Rogers has exercised his strong commitment to teaching by exploring a number of new directions, including teaching robotics with LEGO bricks and teaching manufacturing by building musical instruments. His teaching work extends to the elementary school level, where he talks with over 1,000 teachers around the world every year on methods of introducing young children to engineering.

 

RumeysaDogan

RUMEYSA DOGAN

Co-founder and COO at TechDev Academy

  • Graduated from top-ranked business school with high honor
  • Worked in top global companies as Vodafone, Benetton Group, etc
  • Experienced in Product Management and Digital Marketing Analytics
  • Managed Entrepreneurship Club and mentored several entrepreneurs

 

 

ismail-marulcu

ISMAIL MARULCU

Co-founder & Chief Education Officer at TechDev Academy

  • Educator and Researcher since 2001
  • M.Ed. in Curriculum and Instruction from Boston College
  • Ph.D. in STEM Education from Boston College
  • Mentored more than 100 pre-service teachers, college students, and high school students

 

 

PaolaGomez

PAOLA G. GONZALES

Mentor & Educator

  • over 2,000 hours mentoring students and 4 years of teaching experience
  • spearheaded a nonprofit organization that provides mentorship to underrepresented students at the UC, Davis
  • an active member of the Surfrider Foundation

 

 

AyushKanodia

AYUSH KANODIA

Ph.D. Student in Computer Science at Stanford

  • Ph.D. Candidate in Computer Science at Stanford Uni.
  • Worked as a software engineer for Google
  • Expert in the intersection of Computer Science and Economics.

 

 

KairatSabyrov

KAIRAT SABYROV

Ph.D., Data Scientist

  • B.S. in chemistry and physics
  • Ph.D. In physical chemistry
  • Data science instructor at Lambda School
  • Worked at Lawrence Berkeley National Lab at the UC, Berkeley

 

 

BAHRUDIN TRBALIC

Ph.D., Candidate at Stanford University

  • Studied Physics & Electrical Engineering at MIT.
  • Worked at MIT as a Medical Data Analyst and Product Developer.
  • The founder and lead developer of Expert Experiments.
  • Received the 2023 Robert H. Siemann Graduate Fellowship and 2022 NASA Astrophysics Research and Analysis Award.
  • Spearheaded STEM camps across Europe and Asia.
  • He has been mentoring students for years.

 

 

SHASHA ANRONIKOV

Researcher at Stanford University

  • Recent honors graduate from Cornell University with a major in biological sciences and a minor in business at the College of Agriculture and Life Sciences.
  • Currently working at Stanford University in the Nolan Lab to conduct immunopathology research.

 

 

LISA WANG

BSc Harvard University Graduate

  • Studied Environmental Science and Engineering.
  • Cross-registered to Harvard Univ. and MIT.
  • An advisor to the Harvard Undergraduate Clean Energy Group.
  • Co-founder of Coolant, a company that builds software to unlock nature-based carbon markets.

 

 

SEMI HASAJ

MBA Data Scientist at C3 AI

  • Studied Data Science while obtaining his Master's of Business Analytics at MIT.
  • Studied Space Engineering in Toronto, Canada where he grew up.
  • He has spent years tutoring others because he loves to help people learn and grow.

 

 

SAMY AWWAD

Junior at Stanford University

  • Studying Symbolic Systems with a focus on Neurosciences and plans to be a medical doctor.
  • Founded ImmuniGlobal, a national nonprofit in vaccine education, and he was featured in Healthline magazine.
  • A published researcher in PubMed.
  • Honored by the CDC as a Flu Fighter during the COVID-19 pandemic.
  • Enthusiastic about empowering young changemakers.

 

 

HASAN TUNCER

Ph.D., Product Manager at Cruise

  • BSc. in Computer Science at Koc University, Istanbul.
  • Ph.D. in Computing and Information Scienves at Rochester Institute of Technology in New York.
  • Worked as a software engineering at Wall Street.
  • Product Manager for Cloud Services (at IBM Silicon Valley Lab), autonomous vehicles (at NIO, aka Chinese Tesla, Uber ATG, Aurora and Cruise)

 

 

RayYucel

RAY YUCEL

Ph.D., Data Scientist in Magnimind Inc.

  • B.S in Materials Engineering
  • M.Sc in Management
  • Ph.D. Candidate in Economics
  • Data scientist at Magnimind Inc.
  • Employs deep learning in finance and health care data

 

 

SofoklisGoulas

SOFOKLIS GOULAS

Ph.D., Senior Research Associate at the Hoover Institution at Stanford University

  • Senior research associate, Stanford Uni.
  • The use of data science and machine learning in economics
  • M.Sc. in finance and economics, Warwick business school
  • MS and a Ph.D. in economics, the Uni. of North Carolina at Chapel Hill
  • Worked at the Uni. of North Carolina and at the Bank of Greece

 

 

EnricoSantus

ENRICO SANTUS

Senior Data Scientist at Bayer

  • Senior data scientist at Bayer
  • Postdoc at MIT, in the group of Regina Barzilay
  • Experience in NLP in Oncology, Cardiology and Palliative Care
  • Experience in Fake News Detection, Sentiment Analysis, and Lexical Semantics.
  • Invited to talk at the White House

 

 

EMILY HALFORD

Data Analyst

  • Data analyst working in psychiatric epidemiology
  • Data Science&Mental Health Expert with the BBN Times
  • Master of Public Health, Columbia Uni.

 

 

RyanSpitler

RYAN SPITLER

Ph.D., Co-Founder and Deputy Director of the Precision Health and Integrated Diagnostics Center (PHIND) at Stanford University

  • Faculty Member, Standford Uni.
  • Founding Partner at Boutique Venture Partners
  • B.S. in Molecular Cell and Developmental Biology, UC, Santa Cruz
  • Ph.D. In Cellular and Developmental Biology, UC, Irvine

 

 

muratbaday

MURAT BADAY

Scientist at Stanford Uni, Founder & CEO at TechDev Academy

  • Co-founder of Smartlens, Magnimind, Wowso, Nanosight
  • M.S. in Physics from the University of Pittsburgh
  • Ph.D. in Computational Biology and Biophysics from the Uni. of Illinois at Urbana-Champaign
  • Mentored and tutored over 100 high school students
  • Developed novel ideas and has over 8 patents

 

 

GyunelRashidova

GYUNEL RASHIDOVA

B.S. in Biological Sciences,
Research assistant at the Laboratory of Biosensors and Bioinstrumentation

  • iGEM alumni, received Gold Medal among 250 teams
  • Fellowship holder from Women in Tech international organization
  • Founder of social projects:
    “OncoSense” - fabrication of device for the detection of cancer biomarkers;
    “RemiSee” - promotion of a colorblind-friendly educational platform
  • AIESEC alumni, organized case competitions with over 300 participants
  • Organized iGEM Biohackathon and Summer Camp for high-school and university students to apply coding for solving real case studies

 

 

SoudehYaghouti

SOUDEH YAGHOUTI

Ph.D., Data Scientist at Megalab, Silicon Valley

  • Ph.D. in Electrical Engineering, University of Naples Federico II, Italy.
  • More than 4 years of experience in data-driven research on electrical network systems.
  • Collaborating with TechDev Academy for several years and taught students data analysis projects.
  • Collaborated with Stanford scientists on projects that aimed to automate medical diagnosis of diseases with the help of image processing techniques and AI.

 

 

AIZHAN IBRAYEVA

MSc Researcher at Stanford University

  • MS. Aerospace Engineering from Purdue University.
  • Did research at Stanford University, Aerospace Science Lab (Purdue), Rarefied Gas Dynamics Lab (Purdue)
  • Worked on projects supported by NASA.
  • Worked as Engineer at Silicon Valley Startup companies.
  • Mentored Students from top US school

 

The class has 5 available spots.
You can add the class during course registration!

 

June 1-5

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

June 8-12

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

June 15-19

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

The class capacity is full.
Please try other classes!