Workshops where the technology has something to do.

With children and teenagers I often start from a story, a mission, a problem or an object to build, because an activity becomes easier to follow when the people taking part know what they are trying to achieve instead of following a demonstration.

The work can begin without a screen, with a route on the floor, a drawing, a piece of research, something built from simple materials or a group discussion, while the digital comes in when it makes it possible to check a sequence, programme a behaviour, represent an object, enter an environment or tell the story of the work in a new form.

This also lets students with different interests and ways of taking part find a role, because whoever observes, builds, programmes, measures, narrates or checks can contribute to the same project from a different entry point.

Programmes can run from early years to secondary school and are adapted to the group, the time available, the spaces and the equipment already there.