the techfuture legacy...to another learning management system (lms) since each learning module is a...

© Copyright the Tech Partnership 2018 of 19

The TechFuture Legacy

an invitation for proposals

to take over and build on the TechFuture portfolio

TechFuture Classroom

TechFuture Girls

TechFuture Badges

TechFuture Ambassadors

3rd January 2018


Contents

1. Context .................................................................................................................................. 3

2. About TechFuture .................................................................................................................. 3

2.1 Introduction ....................................................................................................................... 3

2.2 TechFuture Classroom ..................................................................................................... 4

2.3 TechFuture Girls ............................................................................................................... 4

2.4 TechFuture Badges .......................................................................................................... 5

2.5 TechFuture Ambassadors ................................................................................................ 6

2.6 Technology platform ......................................................................................................... 6

3. Timeline ................................................................................................................................. 7

4. Conditions .............................................................................................................................. 8

5. Submissions .......................................................................................................................... 8

5.1 Content ............................................................................................................................. 8

5.2 Your proposal ................................................................................................................... 8

6. Criteria ................................................................................................................................... 9

ANNEX A: TechFuture Classroom projects ................................................................................ 10

ANNEX B: TechFuture Girls challenges ..................................................................................... 14

ANNEX C: TechFuture Badges ................................................................................................... 18


1. Context

On 4th October 2017, the Tech Partnership announced that it would close in September

2108. A key objective for its final year of operation is to maximise its ongoing legacy for

future generations across all nations of the UK.

This document invites relevant third parties to put forward proposals to take forward the

Tech Partnership’s employer-led TechFuture schools programmes beyond the

organisation’s closure.

The successful proposer will be given, without charge, the organisation’s TechFuture

assets and brand, subject to the conditions set out in section 4. These assets are the result

of multi million pound investments over many years, resulting in a rich suite of up to date

curriculum materials for students and teachers.

2. About TechFuture

2.1 Introduction

TechFuture is the schools-facing brand of the Tech Partnership. Continuing to grow in

popularity, 1,300 teachers in 1,000 schools are registered to use industry-led TechFuture

resources, benefitting thousands of young people each year.

Key principles of TechFuture resources are that they:

- Have employers and real-world contexts at their heart;

- Are easy for teachers, fun for students, and actively appeal to girls as well as boys;

- Add real value to students by inspiring them about technology and helping them fulfil

their potential in a diverse digital world;

- Reflect the broad capabilities valued by industry, including solution design and the

application of technology to solve real world problems.

TechFuture Classroom provides resources for Key Stage 3 to 5 students and their

teachers, while TechFuture Girls supports school clubs for 9 – 14 year olds. TechFuture

Badges provide online recognition of student achievement for both, and all resources are

mapped to the national curriculum.

TechFuture resources are delivered on a professional Totara Learning Management

System which integrates the learning of TechFuture Classroom and TechFuture Girls with

TechFuture Badges. Teachers sign in and can upload files of their student cohorts,

enabling them to track activity and progress.

TechFuture is also supported by TechFuture Ambassadors – employer volunteers who

encourage students through school visits and mentoring.

Surveys of teachers and students consistently show a positive impact on skills, confidence,

and propensity to consider IT-related education and / or careers, with over 90% of students

‘definitely’ or ‘possibly’ more like to pursue study or careers in the sector as a result of their

TechFuture experience.

Typical quotes from school surveys are included in this section to help illustrate what

teachers value about TechFuture.


2.2 TechFuture Classroom

TechFuture Classroom provides engaging, relevant projects for students which have been

co-developed with employers. Each project comprises:

• Professionally produced e-learning modules, all with integrated video featuring

employers discussing the projects.

• Supporting documents including student logs, exemplar assessments, briefing

documents and teacher guides.

• Folders of additional assets relevant to the project, including copyright-free images and

sound clips.

There are sixteen projects available currently, which have been developed with employers

including Appshed, BAFTA, Capgemini, CoderDojo, IBM, Intel, O2, SAS, and Skylark.

These cover topics such as coding, cyber security, app development, games design, web

design, data analytics, software architecture, and wearable technology. Annex A

summarises the content of each TechFuture Classroom project and shows its relevance to

the Programme of Study for Computing in England.

“Coding using Kodu has been very popular - especially with the boys (no surprise

there!)”

“The HTML5 design based project really appealed to my student's creative side.”

“They have had their eyes opened by using the cyber security resources, as to the

kinds of things that could happen in the real world”.

“It helps them code without it being boring.”

TechFuture Classroom also offers a suite of teacher CPD modules, developed in

partnership with Naace and ARM:

- Ten cyber security modules are focused upon relevant issues for schools including

Ofsted requirements and e-safety. In addition, lesson plans and other resources are

downloadable for use in teaching. Certificates of Achievement are awarded

automatically on completion.

- Three computing modules cover Algorithms, Computational Thinking and Principles

of Programming. These were developed with support and funding from ARM and are

suitable for both primary and secondary teachers.

“Fantastic teacher lesson plans and resources….quality e-learning content”

“I really like the `real’ scenarios presented in lots of different ways”

2.3 TechFuture Girls

TechFuture Girls offers a range of fun challenges, designed for delivery in after-school

clubs, but equally useful in the classroom or for learning at home. Again these use self-

paced interactive e-learning, supported by resources including ‘how2s’, delivery guides,

images, videos and offline challenges.


For TechFuture Girls, learning is set in real-world contexts that tend to be particularly

attractive to girls, with the objective of encouraging more to consider tech-related education

and employment in the future. Digital Badges are awarded on completion of e-learning

modules.

• Creative Coding comprises three modules on HTML, coding in Scratch and game

building in Kodu;

• Cyber Safety has four modules covering phishing, digital footprint, cryptography, and

online safety, and a Cyber Star badge for girls who complete all four modules.

• Sport and Fitness has three modules, on blogging, vlogging and fitness technology.

Annex B summarises the content of each TechFuture Girls challenge, and its relevance to

the Programme of Study for Computing in England.

“The club is a favourite with the girls and I think the resources are well made and

produced. The colourful graphics appeal to the girls.”

“They enjoy the 'calmness' of an all girl after school club. Also, it is a mixed age

range, and this helps confidence.”

“Some of the girls we had in the Summer Term were really keen to take things further

with their computing.”

In addition, seasonal badges were created for Halloween and Christmas 2017, and nine

new modules and associated badges are being developed for release in first quarter 2018

covering ‘tech for good’, digital music making and digital crime scene investigation.

“The competition has totally engrossed them! Halloween gif one! Not sure they will

make the deadline but they have loved using tech to make it.”

2.4 TechFuture Badges

Over 4,000 students have so far received TechFuture badges, all of which are supported

and endorsed by employers and feature their logos. There are currently 45 Badges linked

to TechFuture Classroom content and 13 linked to TechFuture Girls content (rising to 24 in

first quarter 2018). Annex C provides more detail.

Students of any age can gain badges on the TechFuture learning platform and see them

in their My Badges section. Those 13 years and older receive Open Badges which they

can share online through Mozilla Open Backpack. Younger students gain Digital Badges

which are non-shareable but which can become Open Badges on reaching their 13th

birthday.

TechFuture Badges are either awarded automatically on completion of the relevant

e-learning or awarded by the teacher after verification of student evidence.

“Cyber Security badges for KS4 are well structured. Each badge was of a suitable

length to set as homework and the badges gave the students an added incentive.”

“As the courses are bite size, and they can be completed anywhere and repeated…

there is not the pressure of traditional qualifications where you only have one chance,

so as they achieve more badges they gain in confidence.”

“My students have SEN and they can access your courses and badges, while they

can't access full GCSEs….and as they have industry along side them it has shown

the students what jobs there are in industry.”


2.5 TechFuture Ambassadors

The 1,250 TechFuture Ambassadors are employer volunteers who help to inspire the next

generation about the world of tech and the skills needed for success in the digital world.

Volunteers operate through one of five partners: STEM Ambassadors, Inspiring the Future,

Founders4Schools, the Careers and Enterprise Company or Brightside. They agree to offer

a minimum of an hour of their time to support career sessions, CV writing, employability

skills training and or / career advice strategies for schools.

The Tech Partnership encourages employers to get involved by registering with one or

more of these partners and provides video content and resources to support the volunteers.

This includes, for example, guides to running a session about digital careers, supporting a

TechFuture Classroom project, and starting a TechFuture Girls Club.

2.6 Technology platform

The resources can be used on either the current TechFuture platform, or easily transported

to another Learning Management System (LMS) since each learning module is a SCORM

package.

The TechFuture platform is based on Totara version 2.9.3, the licence for which is currently

around £6,500 a year.

The platform is currently hosted by Rapidswitch on a Linux server at a cost of £150 + vat a

month, with the Tech Partnership taking responsibility for administration and management.

Alternatives could be considered. For example, for a one off cost, the platform could be

migrated to Amazon Web Services (AWS) cloud hosting, which could facilitate external

management and provide advantages of advanced back up and redundancy.


3. Timeline

The table below sets out the timeline. Please note that:

a) Please contact us on [email protected] if you are interested in putting

forward a proposal, so we can provide links to relevant materials.

b) We are very happy to receive questions to the same email address.

c) Submission should be sent to [email protected] by noon on 31st

January 2018. See section 6 for further information.

d) Proposals will be evaluated during February. This may involve meetings with

proposers, for which as much notice as possible will be given.

e) Proposers will be informed of the outcome during March. This will enable joint working

with the successful proposer from April onwards. We expect the transfer to be

completed in July 2018, in preparation for the 2018-2019 academic year.

Action Responsibility Date

Invitation for proposals issued The Tech Partnership 3rd January

2018

Recipients to advise

[email protected] of interest in

putting forward a proposal

Proposers As soon as

possible

Submissions sent to

[email protected]

Proposers 31st January

2018, noon

Proposals evaluated, including possible

meetings with proposers

The Tech Partnership Week

commencing

19th February

2018

Proposers informed of outcome The Tech Partnership March 2018

Joint working with successful proposer to:

- Establish relationships

- Transfer knowledge and skills

- Support set up of processes

The Tech Partnership and

successful proposer

April 2018

onwards

Transfer completed The Tech Partnership and

successful proposer

July 2018

mailto:[email protected]





4. Conditions

The successful proposer must:

o Be a charity or not-for-profit entity;

o Take full responsibility for the cost of migrating assets, with each party

responsible for their own legal costs;

o Recognise the need for explicit agreement from employers to continue to use

their names;

o Recognise that teacher and student data held by the Tech Partnership cannot be

transferred without explicit agreement from the individuals.

5. Submissions

5.1 Content

Submissions should comprise the following:

- Your proposal. Proposals should be no more than five A4 pages long and submitted

in both word and PDF.

- Any appendices to your proposal. Relevant additional appendices may be included

although they may not contribute to the evaluation.

- Your latest published accounts.

Please include your organisation’s name in your file names.

5.2 Your proposal

Your proposal should summarise the following:

- Vision

o Your vision for the future of TechFuture

o What impact you would be looking to achieve

- Strategy

o How you would ensure continued employer leadership for TechFuture

o Your strategy to increase uptake

o How TechFuture fits with your organisation’s existing expertise and work

- Implementation

o Your plans in terms of geographic coverage and reach

o Your plans for ongoing maintenance and development of the assets

o Your resourcing plans

o Your proposed business model and any planned investment

- Conditions

o Confirmation you meet each of the conditions listed in section 4


6. Criteria

Draw up to match the questions asked

Each of the following elements will be assessed and awarded marks of 0 to 3 where:

0 = no information provided

1 = limited information provided

2 = meets requirements for creating a sustainable, industry supported legacy

3 = sets out a high impact approach that will exploit the potential of the TechFuture assets

Marks will be weighted as set out below.

Element Criteria % of total

Vision Clarity of vision

Extent and realism of ambition

30%

Strategy Strength of employer leadership

Extent and realism of uptake strategy

Fit with organisation’s existing work

30%

Implementation Ambition and practicality in terms of reach

Quality of plans for maintenance and

development

Appropriateness of resourcing

Viability of business model

40%

Conditions Conditions are met

Pass / Fail

Please note that the decision of the Tech Partnership will be final, and there will be no route

to appeal.


ANNEX A: TechFuture Classroom projects

The table below summarises the content of each TechFuture Classroom project (module), and its relevance to the Programmes of Study for Computing in England.

TechFuture Classroom projects

Project (module) Summary Programmes of Study

Open Badges available

Coding in HTML5 with Intel and CoderDojo

Students learn over 20 HTML5 tags in the e-learning and apply these using Notepad++. Progress is recorded in the Student Log provided. They are given a code for a Piano App and asked to debug it, and challenged to code their own web page.

Use two or more programming languages, at least one of which is textual.

HTML Coder

HTML Debugging

Webpage Coder

Coding in CSS with Intel and CoderDojo

Students learn how to use CSS to style a web page using Notepad++. Progress is recorded in the Student Log provided. They are given a code for a Piano app with bugs affecting the style and are asked to debug it. They are challenged to style their own web page.


CSS Coder

CSS Debugging

Webpage Styling

Coding in JavaScript with Intel and CoderDojo

Students learn how to use JavaScript to add interactive features to a web page using Notepad++. Progress is recorded in the Student Log provided. They are given a code for a Piano app and are asked to add tunes to it and a scoring mechanism to turn it into a game. They are challenged to add dynamic features to their own web page.


Design and develop module programs that use procedures or functions.

Understand simple Boolean logic and some of its uses in circuits and programming.

JavaScript Coder

Gamification

Dynamic Web Developer

Cyber Security Key Stage 3

Countdown to Chaos – simulated real-time cyber-attack on the power

Understand a range of ways to use technology safely, respectfully,

Cisco Cyber Detective


grid over four acts where students have to find the perpetrator before the lights go out.

responsibly and securely, including protecting their online identity and privacy.


A set of seven Open Badges that introduce key aspects of cyber security including social engineering, hacking and online safety through e-learning materials.

Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy. Recognise inappropriate content, contact and conduct and know how to report concerns.

Understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns.

Digital Footprint

Hacking

Online Safety

Social Engineering

Encryption

Threats

Network Security


More advanced material on cyber security that covers a historical timeline of technological development and a simulation of a hacking attack on a small business.

IBM Wimbledon Students create a mobile app for a new player at Wimbledon whose English is poor, making use of icons and images. Students can use the AppShed platform and gain App Developer badges through the AppShed Basics Course (parts 1-3).

Undertake creative projects that involve selecting, using and combining multiple applications preferably across a range of devices to achieve challenging goals.

App Builder Bronze

App Builder Silver

App Builder Gold

IBM Wimbledon

AppShed App Development

Students create a mobile app to a brief, providing information on university and apprenticeships using the AppShed platform.

Undertake creative projects that involve selecting, using and combining multiple applications preferably across a range of devices to

App Builder Bronze

App Builder Silver

App Builder Gold

App Builder Platinum


achieve challenging goals.

Game Building with Radiant Worlds

Students learn about the gaming industry, how games are designed and built and the relevance of coding and programming to game development.

Create, reuse, revise and repurpose digital artefacts for a given audience with attention to trustworthiness, design and usability.

Radiant Worlds Gaming

Game Design with BAFTA and Radiant Worlds

Students learn about game design, the need to research, understanding of audience, platform and controllers, and where ideas come from. They produce a game concept document that forms the basis of an entry for the BAFTA Young Game Designers’ Competition.


Radiant Worlds and BAFTA Game Designer

Web Design with Skylark

Students learn about web design by coming up with a wireframe and prototype for a (real) musician who wants a website. They learn about requirement specifications, research, user journey, mood and story boarding and wireframing.


Web Designer Bronze

Web Designer Silver

Web Designer Gold

Logo Designer

Understanding data with Capgemini

Students learn about data, what it is, how it is represented, the binary system and data storage before making decisions about the location of a new data centre based on multiple variables.

Understand how numbers can be represented in binary and be able to carry out simple operations on binary numbers.

Understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally in the form of binary digits.

Capgemini Understanding Data


Squawk Software Architecture

Students work with a software architect to find a solution for a new social media application, including problem solving and understanding social media and GPS.

Understand the hardware and software components that make up computer systems and how they communicate with other another and with other systems.

Squawk Software Architect

O2 Wearable Technology

Students learn about the Internet of Things and the rise of wearable technology, evaluating the pros and cons, before creating their own wearable device for a child that warns parents if the child moves too far away.


Understand a range of ways to use technology safely and securely.

O2 Wearable Tech – Knowledge

O2 Wearable Tech – Technology

O2 Wearable Tech – Security

O2 Wearable Tech – Design

O2 Wearable Tech – Project completion

Data Analytics with SAS UK

Students have access to industry standard software and use this to analyse data and find an answer to the problem of how a disease is making students ill. They are provided with detailed tutorials within the e-learning to demonstrate how to use the software to create charts and look for patterns and trends. Schools have access to the JMP Data Analysis software.

Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems.

Make appropriate use of data structures.

SAS Data Analyst

SAS Data Analyst Expert

IBM Energy Monitoring with the Raspberry Pi

Students are shown how to use a Raspberry Pi in a system that can monitor energy consumption.

Understand the hardware and software components that make up computer systems and how they communicate with other another and with other systems.

IBM Energy Monitoring


ANNEX B: TechFuture Girls challenges

The tables below summarise the content of each TechFuture Girls challenge (module), and its relevance to the Key Stage 2 and 3 Programmes of Study for Computing in England.

Topic: Creative Coding

Module Summary Programmes of Study

Starting to Code

Understand how code is everywhere in the world and that nearly everything relies upon it

Pupils should be taught to:

Design, write and debug programs that accomplish specific goals… (Key Stage 2)

Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems… (Key Stage 3)

Understand how instructions are stored and executed within a computer system… (Key Stage 3)

Understand how different programming languages exist all with different purposes

Understand how HTML5 works and how to write HTML5 in Notepad++

Understand how to build a webpage with text and images in HTML5

Scratch Coder Understand how to use Scratch in the online and offline editor



Use logical reasoning to explain how some simple algorithms work… (Key Stage 2)

Understand several key algorithms that reflect computational thinking; use logical reasoning to compare the utility of alternative algorithms for the same problem (Key Stage 3)


Understand simple Boolean logic and some of its uses in circuits and programming… (Key Stage 3)

Understand how to navigate the Scratch editor and add sprites and backgrounds

Understand how to use Scratch blocks to program the sprite

Understand how to use if…then and if…then…else in programming

Understand how to use flowcharts to model simple programs with conditionals

Kodu Gamer Understand how to download Kodu Game Lab and create a new world



Use logical reasoning to explain how some simple algorithms work… (Key Stage 2)


Understand simple Boolean logic and some of its uses in circuits and programming… (Key Stage 3)

Understand how to add ground, hills and other physical features to the game world

Understand how to add characters to the game world, and choose characters according to their main features

Understand how to add objects to the game world

Understand how to program characters to move around the game world and interact with objects

-

-


Topic: Cyber Safety


Phish Resister Understand what phishing is and how it is used by cyber criminals


Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact (Key Stage 2)

Select, use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including …. presenting data and information (Key Stage 2)

Understand a range of ways to use technology safely, respectfully, responsibly and securely including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns (Key Stage 3)

Undertake creative projects that involve selecting, using and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting ... data and meeting the needs of known users (Key Stage 3)

Understand how cyber criminals use psychological characteristics in phishing attacks

Understand how to recognise phishing attempts in emails and other messages

Understand how phishing can lead to malware infection

Understand how phishing can lead people to surrender personal and confidential information

Understand how to resist phishing attempts

Digital Footprint

Understand what a digital footprint is and how it can last forever


Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact (Key Stage 2)




Understand how all online activity can contribute to the digital footprint

Understand how cookies can track activity on websites which can then feature in the digital footprint

Understand how social media activity can contribute to the digital footprint

Understand how and why social media is age restricted

Understand how to find out about your own digital footprint


Codebreaker Understand what cryptography, encryption and codebreaking are


Use technology safely, respectfully and responsibly; recognise acceptable / unacceptable behaviour; identify a range of ways to report concerns about content and contact (Key Stage 2)


Understand how to use different ciphers to encrypt a message

Understand how to decrypt a message when you know a codeword

Understand how important encryption is when sending data through the Internet

Understand how public and private keys work in asymmetric cryptography

Digitally Savvy Understand how to use good password security including choosing passwords that cannot be guessed or hacked


Use technology safely, respectfully and responsibly; recognise acceptable / unacceptable behaviour; identify a range of ways to report concerns about content and contact (Key Stage 2)




Understand how to work ethically, including not making use of others’ work or ideas

Understand how to act ethically online in communication with others

Understand the importance of privacy settings in online accounts and different applications

Understand how to work online safely

Understand how to ensure online conduct, content viewed and contacts are sensible and safe

Topic: Sport and Fitness


Sports Blogger

Understand how to set up a blogging platform using either Blogger or WordPress


Select, use and combine a variety of software (including internet services) … to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information (Key Stage 2)

Use technology safely, respectfully and responsibly (Key Stage 2)

Undertake creative projects that involve selecting, using and combining multiple applications… to achieve challenging goals, including collecting and analysing data and

Understand how important it is to apply privacy settings to a blogging platform

Understand how to lay out an effective blog post, including images, bullets and headings

Understand how to write appropriately for the web


meeting the needs of known users (Key Stage 3)

Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy (Key Stage 3)

Sports Vlogger

Understand what vlogging is and its potential in social communication


Select, use and combine a variety of software (including internet services) … to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information (Key Stage 2)


Undertake creative projects that involve selecting, using and combining multiple applications… to achieve challenging goals, including collecting and analysing data and meeting the needs of known users (Key Stage 3)


Understand how to set up a YouTube channel

Understand the importance of making vlogs private and how to do it

Understand how to use a smartphone effectively to create a vlog

Understand best practice in creating good quality video with sound with a smartphone

Understand the potential of smartphones in the world of journalism and news production

Fitness Tech Understand how tech has changed fitness and exercise through the use of apps and devices


Select, use and combine a variety of software (including internet services) … to

design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information (Key Stage 2)

Understand computer networks including the internet; how they can provide multiple services, such as the worldwide web; and the opportunities they offer for communication and collaboration (Key Stage 2)


Undertake creative projects that involve selecting, using and combining multiple applications… to achieve challenging goals, including collecting and analysing data and meeting the needs of known users (Key Stage 3)

Understand the hardware and software components that make up computer systems and how they communicate with one another and with other systems (Key Stage 3)


Understand how wearable fitness devices work and what data they can collect

Understand how fitness devices connect through the Internet of Things

Understand what the Internet of Things is and what it can do

Understand how important it is for devices connected to the Internet of Things to be secure

Understand how to think about the user and his/her requirements when designing a wearable device or app


ANNEX C: TechFuture Badges

Category Badge Employer sponsor

Cyber security Social Engineering Cisco

CGI

Fujitsu

Samsung

TCS

Encryption

Threats

Hacking

Digital Footprint

Online Safety

Cyber Detective

Web design Web Designer Bronze Skylark Creative

Web Designer Silver

Web Designer Gold

Logo Designer

Web development

HTML Coder Intel and CoderDojo

HTML Debugging

CSS Coder

JavaScript Coder

Webpage Coder

Webpage Styling

CSS Debugging

Dynamic Web Developer

Gamification

App development

App Builder Bronze AppShed

App Builder Silver

App Builder Gold

App Builder Platinum

IBM Wimbledon App Maker IBM

Wearable Tech Wearable Tech – knowledge O2

Wearable Tech - technology

Wearable Tech – security

Wearable Tech – design

Wearable Tech – project completion

Data Data Analyst SAS

Data Analyst Expert

Understanding Data Capgemini

Games Beginning Gamer Radiant Worlds

BAFTA Game Designer

Other Pitching an App – knowledge Capgemini

Pitching an App – application

Digital Maker

Crowdsourcing

Dot Comprehension TCS

Squawk Software Architect

TechFuture Girls Starting to Code


Scratch Coder Created to support each TechFuture Girls module Kodu Gamer

Sports Blogger

Sports Vlogger

Fitness Tech

Phish Resister

Digital Footprint

Codebreaker

Digitally Savvy

Cyber Star

End of document

On behalf of the Tech Partnership, 36 Broadway, Westminster, London SW1H 0BH [email protected] / www.thetechpartnership.com

Proprietor: The Tech Partnership - A registered charity in England and Wales (1161311) - A company limited by guarantee, registered in England and Wales (4019051) - Registered office: Victoria House, 39 Winchester Street, Basingstoke, Hampshire RG21 7EQ - VAT no GB 830 3758 35


http://www.thetechpartnership.com/

the techfuture legacy...to another learning management system (lms) since each learning module is a...

Documents