0:00:14 > 0:00:15Ah.
0:00:30 > 0:00:33This week, Click is going back to school
0:00:33 > 0:00:35to get under the skin of education.
0:00:35 > 0:00:39We're in Malawi to see a teaching app that could have
0:00:39 > 0:00:42huge potential in classrooms around the world...
0:00:42 > 0:00:46and in the US, where students are using anonymous messaging apps
0:00:46 > 0:00:47to combat bullying.
0:00:49 > 0:00:52Plus, it's time to limber up and learn a new routine.
0:00:57 > 0:01:00Welcome to Click. I'm Spencer Kelly.
0:01:00 > 0:01:03For much of the world, this week is back-to-school week,
0:01:03 > 0:01:05so we're all about education for you on today's programme.
0:01:05 > 0:01:08This is the music technology room
0:01:08 > 0:01:10at Brockenhurst College in the south of England
0:01:10 > 0:01:13and this place has been working closely with IBM
0:01:13 > 0:01:16to study that most peculiar of creatures...
0:01:16 > 0:01:17the student.
0:01:17 > 0:01:19More on that later.
0:01:19 > 0:01:22But we start in the developing world,
0:01:22 > 0:01:26where schools can't possibly offer this level of technology.
0:01:26 > 0:01:29We often feature projects which try to redress this by, for example,
0:01:29 > 0:01:32distributing tablets and laptops to the kids.
0:01:32 > 0:01:34But worthy as they are,
0:01:34 > 0:01:39we do find ourselves asking how effective they can possibly be.
0:01:39 > 0:01:42Well, one project that we've been following in Malawi
0:01:42 > 0:01:46has actually proved to have so much educational benefit
0:01:46 > 0:01:50that it might be brought out of Africa and back to the UK.
0:01:53 > 0:01:56Welcome to the school run, Malawi-style.
0:01:58 > 0:02:00The seventh poorest country in the world,
0:02:00 > 0:02:04educational resources are already overstretched...
0:02:04 > 0:02:07and that was before the recent population boom which now means
0:02:07 > 0:02:12that nearly half of Malawians are under the age of 14.
0:02:12 > 0:02:16There are a huge number of children in the classroom,
0:02:16 > 0:02:1790 per teacher on average.
0:02:17 > 0:02:21And in some schools, there are classes of 300 or more.
0:02:24 > 0:02:27This is the solution - at least according to one charity.
0:02:27 > 0:02:31It's something called the "onebillion" app
0:02:31 > 0:02:32For half an hour a day,
0:02:32 > 0:02:37each child gets a special maths teacher all to themselves.
0:02:37 > 0:02:39It is being developed by Andrew Ashe
0:02:39 > 0:02:42who, with his long connection with Malawi
0:02:42 > 0:02:44and his business developing language teaching apps,
0:02:44 > 0:02:47thought this might make the difference.
0:02:47 > 0:02:50Children are taken out of their class a few at a time
0:02:50 > 0:02:53and each given a tablet running the app.
0:02:53 > 0:02:54It only takes a few minutes to learn,
0:02:54 > 0:02:57and all the instructions are in the local language, Chichewa.
0:03:20 > 0:03:24The app assumes kids have had no previous formal maths learning
0:03:24 > 0:03:28and, crucially, each can progress at their own rate.
0:03:28 > 0:03:31Learning is broken down into fun tasks and easy steps
0:03:31 > 0:03:34and there's a test at the end of each level.
0:03:34 > 0:03:38If you pass, you get a certificate and you can move onto the next.
0:03:38 > 0:03:42The kids in the small groups trialling this programme have found,
0:03:42 > 0:03:45in a short time, their scores are not simply improving,
0:03:45 > 0:03:46they are rocketing.
0:03:49 > 0:03:52Now, this project is a little different from the similar schemes
0:03:52 > 0:03:55we've seen before because it caught the attention of researchers
0:03:55 > 0:03:57at Nottingham University in the UK
0:03:57 > 0:04:00and they wanted to try a little experiment.
0:04:03 > 0:04:06Back home, they decided to test out the app
0:04:06 > 0:04:09they'd seen in Malawi on children in this Nottingham school.
0:04:11 > 0:04:13After translating the app into English,
0:04:13 > 0:04:16it was handed out to these four and five-year-olds here
0:04:16 > 0:04:19at the Dunkirk Primary School.
0:04:19 > 0:04:22Group learning was carried out in the same way as in Malawi,
0:04:22 > 0:04:26daily 30-minute sessions with their progress monitored.
0:04:26 > 0:04:29In Malawi, the choice is an app teacher
0:04:29 > 0:04:31or almost no teacher attention at all.
0:04:31 > 0:04:35But surely here, where schools have far more resources,
0:04:35 > 0:04:38this app wouldn't make that much of a difference.
0:04:38 > 0:04:42Well, it turns out it did.
0:04:42 > 0:04:46Nottingham University's study found that six weeks using the app
0:04:46 > 0:04:48accelerated the maths learning of these children
0:04:48 > 0:04:52by between 12 and 18 months.
0:04:52 > 0:04:55What was incredible about this was that in both countries,
0:04:55 > 0:04:57we saw this same gain.
0:04:57 > 0:05:01One week of working on the iPads for 30 minutes a day
0:05:01 > 0:05:05lead to three months of formal education.
0:05:05 > 0:05:10That sounds incredible. How did you feel when you saw those results?
0:05:10 > 0:05:12Well, we were amazed.
0:05:12 > 0:05:16One thing that the Malawian and British children have in common
0:05:16 > 0:05:20is that neither started with any formal maths learning.
0:05:20 > 0:05:24That seems important, but why did it get such good results?
0:05:24 > 0:05:27So one of the reasons I think the app works is that the children
0:05:27 > 0:05:32get immediate feedback on getting a question right.
0:05:32 > 0:05:35If they don't get it right, they can't progress,
0:05:35 > 0:05:37but when they do get it right,
0:05:37 > 0:05:40they get a big yellow checkmark and they get a nice ping.
0:05:40 > 0:05:44And that immediate feedback is really rewarding to the children.
0:05:44 > 0:05:51When you get close, when you get them all, you can win a certificate.
0:05:51 > 0:05:54Oh, no. What are we going to do now?
0:05:55 > 0:05:57- Do you like playing these computers? - Yeah.- Yeah?
0:05:59 > 0:06:02- They're not computers, they're iPads!- Oh, I'm sorry.
0:06:05 > 0:06:08'And those rewards were doing their job for sure.'
0:06:08 > 0:06:10- TABLET PINGS - Yes!
0:06:10 > 0:06:12COMPUTER RECORDING CHEERS
0:06:12 > 0:06:16But even if the children enjoy using the tablets,
0:06:16 > 0:06:18is it right to encourage it?
0:06:18 > 0:06:23After all, many parents are trying to cut down their kids' screen time.
0:06:23 > 0:06:27We found that after half an hour, most of the children said, you know,
0:06:27 > 0:06:30"No, we've had enough now, we want to go and carry on playing."
0:06:30 > 0:06:33Because they love playing outside, they love playing with each other.
0:06:33 > 0:06:36Thank you very much. Thank you, thank you.
0:06:36 > 0:06:38He's busy.
0:06:38 > 0:06:43My little boy goes to school very soon so I'm a nervous parent,
0:06:43 > 0:06:45and I'm worried whether he's going to be learning enough
0:06:45 > 0:06:47and whether he's going to have enough fun.
0:06:47 > 0:06:50I'm sure these guys, for the rest of each day,
0:06:50 > 0:06:53do have a riot and throw things and make things.
0:06:53 > 0:06:57But what's really interesting is the half hour that they spend doing this
0:06:57 > 0:07:01each day seems to be really quiet and really focused.
0:07:01 > 0:07:03I really do get the feeling
0:07:03 > 0:07:06that they are actually learning stuff here.
0:07:07 > 0:07:10Kids in the UK have a future guaranteed to be more or less
0:07:10 > 0:07:12connected to technology like this.
0:07:12 > 0:07:15In Malawi, that is far from the case.
0:07:15 > 0:07:17But onebillion believes its ambition of teaching
0:07:17 > 0:07:21the entire nation's children just the very basics in maths
0:07:21 > 0:07:24will have a profound effect on their future.
0:07:24 > 0:07:27If you haven't got access to basic education,
0:07:27 > 0:07:30if you're not even numerate, you can't do anything.
0:07:30 > 0:07:34Even selling tomatoes at a market stall is denied to you.
0:07:34 > 0:07:38So these children, it's so important that they get these basic skills.
0:07:38 > 0:07:41And numeracy is a key skill, a fundamental...
0:07:41 > 0:07:44It's almost a human right.
0:07:44 > 0:07:46Running this app nationwide in Malawi
0:07:46 > 0:07:48will certainly be a challenge.
0:07:48 > 0:07:50But after seeing plenty of technologies being stripped
0:07:50 > 0:07:53to basics and repurposed for use in the developing world,
0:07:53 > 0:07:57it is refreshing to see that something originally made for Africa
0:07:57 > 0:08:01can work just as well in the rest of the world, too.
0:08:01 > 0:08:04'Now, if you could give me a couple of minutes,
0:08:04 > 0:08:06'I really want to get that next certificate!'
0:08:06 > 0:08:09- CHILDREN:- Bye!
0:08:14 > 0:08:17And we'll show you what this college has been doing to help
0:08:17 > 0:08:18its students in a couple of minutes
0:08:18 > 0:08:21after we hear which technology stories have been making
0:08:21 > 0:08:23the most noise this week.
0:08:23 > 0:08:25DISCORDANT PIANO KEYS
0:08:25 > 0:08:28It's been a revealing week for celebrities
0:08:28 > 0:08:30who have iCloud accounts.
0:08:30 > 0:08:34Some were hacked and private photos published on internet forum sites.
0:08:34 > 0:08:37Apple suggested the hackers managed to work out
0:08:37 > 0:08:39the login credentials of victims.
0:08:39 > 0:08:41The company said there was no evidence of a breach
0:08:41 > 0:08:43of its security systems.
0:08:43 > 0:08:46The FBI is now looking into the case.
0:08:46 > 0:08:49A new virtual reality headset by Samsung was one of the highlights
0:08:49 > 0:08:53of Europe's largest consumer electronics expo, IFA.
0:08:53 > 0:08:57Samsung also showed off a new smartphone with a touch screen edge
0:08:57 > 0:09:02and a smart watch with its own SIM Card, capable of making calls
0:09:02 > 0:09:05without the need to be paired with a mobile device.
0:09:05 > 0:09:06In next week's show,
0:09:06 > 0:09:10we'll have a full round-up of the IFA show from Berlin.
0:09:10 > 0:09:13And a 3-D printer is about to boldly go
0:09:13 > 0:09:15where no 3-D printer has gone before.
0:09:15 > 0:09:19A small desktop printer is scheduled to head into the final frontier
0:09:19 > 0:09:23aboard a SpaceX resupply mission which could be aboard
0:09:23 > 0:09:26the International Space Station in a matter of weeks.
0:09:26 > 0:09:29It's hoped that astronauts will be able to print the objects
0:09:29 > 0:09:33they need on a mission, rather than wait for the next rocket to turn up.
0:09:39 > 0:09:41Jennifer and Katie are starting a new year
0:09:41 > 0:09:43here at Brockenhurst College.
0:09:43 > 0:09:46A shared interest in microbiology has brought these two together
0:09:46 > 0:09:49on the college's new, private social network.
0:09:49 > 0:09:52The teacher can get involved in the community that's created,
0:09:52 > 0:09:55but it's mainly for the students.
0:09:55 > 0:09:58They can find information about their course, watch videos,
0:09:58 > 0:10:01share work and even chat with other students
0:10:01 > 0:10:03at a sister college in China.
0:10:03 > 0:10:06You can follow different groups, people, pages,
0:10:06 > 0:10:08whatever you want to follow, really.
0:10:08 > 0:10:12It's all part of a trial being run by IBM which is looking at ways
0:10:12 > 0:10:14of analysing data to give staff here
0:10:14 > 0:10:17a better understanding of their students.
0:10:17 > 0:10:19And behind this dashboard,
0:10:19 > 0:10:22there certainly is a lot of data-crunching going on.
0:10:22 > 0:10:24IBM calls it predictive analysis,
0:10:24 > 0:10:28using data provided by students before they arrived at college
0:10:28 > 0:10:32to tailor their course to the way that they learn.
0:10:32 > 0:10:36During term time, the system is also capable of spotting those
0:10:36 > 0:10:39who might be underperforming by monitoring social media.
0:10:39 > 0:10:42Would you look for keywords once they're on the course
0:10:42 > 0:10:44like, "I'm bored," or
0:10:44 > 0:10:49"I'm not enjoying this, I'd rather go out than do this studying?"
0:10:49 > 0:10:51Is that the sort of thing that's possible with this?
0:10:51 > 0:10:54It's possible and of course it comes down to preferences
0:10:54 > 0:10:56of how the college wants to implement it
0:10:56 > 0:10:58and what students want to make available.
0:10:58 > 0:11:00But like any consumer experience,
0:11:00 > 0:11:04if you want to make that information available and it means
0:11:04 > 0:11:07your experience is more positive as a consequence,
0:11:07 > 0:11:11then people will tend to do that and it will build momentum.
0:11:11 > 0:11:13Brockenhurst Principal Di Roberts
0:11:13 > 0:11:18thinks this technology will help the team spot struggling students.
0:11:18 > 0:11:20It's a development of what we already do.
0:11:20 > 0:11:24We have a system by which we share information about students.
0:11:24 > 0:11:28So in one particular class, how is this student working?
0:11:28 > 0:11:31In another particular class, are they doing as well?
0:11:31 > 0:11:34And that's shared amongst teachers, shared amongst personal tutors.
0:11:34 > 0:11:38What the predictive analytics will do is give us greater depth.
0:11:38 > 0:11:40So it's not just a teacher saying,
0:11:40 > 0:11:43"Well, I'm not sure this student is doing particularly very well.
0:11:43 > 0:11:48"Can somebody else tell me how they're doing in their class?"
0:11:48 > 0:11:53We will have the analytic information that says this student,
0:11:53 > 0:11:56with this sort of profile, is possibly at risk.
0:11:56 > 0:12:00So if your students interact with the college on social media,
0:12:00 > 0:12:06on Facebook or Twitter, they can expect what they say to be monitored
0:12:06 > 0:12:08and absorbed into the system, taken into account?
0:12:08 > 0:12:11Absolutely. It's a little bit like Amazon,
0:12:11 > 0:12:14when you go online and you get followed around.
0:12:14 > 0:12:16It's not going to be like Big Brother,
0:12:16 > 0:12:19but in terms of being able to remind students,
0:12:19 > 0:12:22"Are you working at your full capacity?
0:12:22 > 0:12:25"If you do this, you will go up a grade."
0:12:25 > 0:12:30So the technology does, in theory, allow for you to spot keywords?
0:12:30 > 0:12:33- Yes.- Is it something you would think about doing?
0:12:33 > 0:12:36To yours and the students' advantages?
0:12:36 > 0:12:39It is definitely around consent.
0:12:39 > 0:12:41What you don't want to feel...
0:12:41 > 0:12:44And certainly, I know when I was 16 and 17,
0:12:44 > 0:12:47I didn't want to feel I had somebody watching over my shoulder.
0:12:47 > 0:12:51But, in a way, when they come into an educational setting,
0:12:51 > 0:12:55they are aware that we will be looking out for them.
0:12:55 > 0:12:59We'll be making sure they're not getting into difficulty.
0:12:59 > 0:13:03And I think if it's explained how that will operate
0:13:03 > 0:13:05and they do consent, then yes.
0:13:05 > 0:13:08But I really think what we don't want to do is put students off
0:13:08 > 0:13:12by thinking they don't have an outside life
0:13:12 > 0:13:15to the life that's about education.
0:13:15 > 0:13:20They overlap. They integrate and they're very much interconnected.
0:13:20 > 0:13:26But students do deserve to have the privacy.
0:13:26 > 0:13:30But increasingly, because it's on Facebook,
0:13:30 > 0:13:34more students probably wouldn't have an objection,
0:13:34 > 0:13:37because it's something they're used to sharing.
0:13:37 > 0:13:40But it would have to be with their consent.
0:13:40 > 0:13:43We're certainly putting more of our lives online
0:13:43 > 0:13:45and from an earlier age these days.
0:13:45 > 0:13:48But there is a growing trend towards social networking apps,
0:13:48 > 0:13:52like Yik Yak, Secret and Whisper,
0:13:52 > 0:13:55which hide our online identities.
0:13:55 > 0:13:58But anonymity comes with its own set of challenges,
0:13:58 > 0:14:01as Jonathan Blake has been finding out in Atlanta.
0:14:04 > 0:14:08Life is pretty good for Brooks Buffington and Tyler Droll.
0:14:08 > 0:14:11Just out of college and barely into their twenties,
0:14:11 > 0:14:13they've developed anonymous messaging app Yik Yak.
0:14:15 > 0:14:18It lets users share posts with everyone nearby,
0:14:18 > 0:14:20whilst hiding their identity.
0:14:20 > 0:14:23From this low-key office in Atlanta's Tech Village,
0:14:23 > 0:14:25Yik Yak is riding a wave.
0:14:25 > 0:14:28Anonymity online has never been so popular.
0:14:28 > 0:14:32This idea is nothing new but we really lucked out on its timing.
0:14:32 > 0:14:34I think everyone's used Twitter and Facebook,
0:14:34 > 0:14:39where your identity is brightly cast out on the internet.
0:14:39 > 0:14:41Now they want some more privacy.
0:14:41 > 0:14:43You know, "Where can I go on the internet and post things
0:14:43 > 0:14:46"that I can't talk about on Facebook cos my teacher is on there
0:14:46 > 0:14:49"and my mom is on there," and all of that.
0:14:49 > 0:14:51So they just want a sense of privacy
0:14:51 > 0:14:55where they can freely express ideas and communicate with other people.
0:14:55 > 0:14:58Yik Yak was aimed at college students,
0:14:58 > 0:15:01perfect for sharing all the details about life on campus.
0:15:02 > 0:15:05But when the app took off in high schools,
0:15:05 > 0:15:08it led to security scares and handed cyber bullies
0:15:08 > 0:15:11a new and particularly nasty weapon.
0:15:11 > 0:15:15An alert tonight on an app that's called Yik Yak and why every parent
0:15:15 > 0:15:17really should know if their son or daughter has it
0:15:17 > 0:15:18in tonight's Daily Dot Com.
0:15:18 > 0:15:21I first heard about it at nine o'clock in the morning
0:15:21 > 0:15:24and I'd say by noon, every student had it on their phone.
0:15:24 > 0:15:27Teachers were downloading it, administrators were looking at it.
0:15:27 > 0:15:30It became a sort of competition of who could post the meanest thing.
0:15:30 > 0:15:33Everyone trying to top each other in terms of how funny it was
0:15:33 > 0:15:35and also how mean it was.
0:15:35 > 0:15:39Yik Yak responded using the location-based nature of the app
0:15:39 > 0:15:42to block it from certain areas.
0:15:42 > 0:15:46Yik Yak plotted the location of schools and, using the GPS technology
0:15:46 > 0:15:50within smartphones, was able to disable the app in those areas.
0:15:50 > 0:15:54It's now blocked from at least 85% of US schools.
0:15:55 > 0:15:57Try downloading Yik Yak here and it's no good.
0:15:57 > 0:16:00I get a pop-up saying it looks like I am near a school
0:16:00 > 0:16:04and messaging is disabled and that's the geo-blocking in action.
0:16:04 > 0:16:08But despite the problems many schools have had with anonymous messaging,
0:16:08 > 0:16:13this one is embracing technology and anonymity with an app of its own.
0:16:14 > 0:16:17Every student here at Irmo High School in South Carolina
0:16:17 > 0:16:19is issued with an iPad.
0:16:19 > 0:16:22As well as a teaching aid, the tablets are also being used as a way
0:16:22 > 0:16:26for the school authorities to monitor what is happening.
0:16:26 > 0:16:30An app called Anonymous Alerts allows students to tip off teachers
0:16:30 > 0:16:33about any problems or concerns they may have.
0:16:33 > 0:16:39"Two young males got into a fight."
0:16:39 > 0:16:42Time, where it happened, when it happened,
0:16:42 > 0:16:44and if you know the person's name and what they look like,
0:16:44 > 0:16:47you can describe it there in that area.
0:16:47 > 0:16:50Despite a few hoax reports and false alarms,
0:16:50 > 0:16:53many students here say it's made them feel safer.
0:16:53 > 0:16:57There was a kid and he had a gun behind me
0:16:57 > 0:17:01and he pulled it out of his book bag and I turned around and saw it.
0:17:01 > 0:17:03At that moment, I was kind of in shock.
0:17:03 > 0:17:08I didn't know whether or not to get up and go to the teacher
0:17:08 > 0:17:10or to sit there or to leave.
0:17:10 > 0:17:14If I'd had the app, I would have definitely, at that moment, gone on
0:17:14 > 0:17:18and probably gotten up to leave the classroom.
0:17:18 > 0:17:23Every school leader in this country is very cognisant of the fact
0:17:23 > 0:17:26that any day you come to work could be the day
0:17:26 > 0:17:28that we are on the news for something horrible.
0:17:28 > 0:17:32And I think it gives us in our building a sense of...
0:17:32 > 0:17:34I don't want to say false security,
0:17:34 > 0:17:37because you can never be 100% secure,
0:17:37 > 0:17:42but it gives us additional security that we feel as though we have done
0:17:42 > 0:17:46everything we possibly can to try to prevent anything that could occur.
0:17:54 > 0:17:58BALLET MUSIC
0:18:02 > 0:18:05I've been asked to do many unusual things on this programme,
0:18:05 > 0:18:08but I have to say...
0:18:08 > 0:18:09never before ballet.
0:18:12 > 0:18:15Come on, Spencer, let's go this way.
0:18:15 > 0:18:17'OK, so how did I end up in this mess?
0:18:17 > 0:18:21'Well, I was kind of tricked into it by an intriguing app
0:18:21 > 0:18:24'made by Dutch developers Game Oven.
0:18:24 > 0:18:29'Bounden asks you to find a partner and together hold a smartphone.
0:18:29 > 0:18:32'Without letting go, you then have to twist and turn it together
0:18:32 > 0:18:36'to move the cross hairs around this little globe.
0:18:36 > 0:18:39'The phone's motion sensors make this a very precise job
0:18:39 > 0:18:42'and before you know it, you're recreating the moves
0:18:42 > 0:18:44'the choreographer had in mind.
0:18:44 > 0:18:48'Well, that's the idea, anyway. This is how it's supposed to look.'
0:18:50 > 0:18:53So how did Game Oven's Adriaan de Jongh
0:18:53 > 0:18:56come to be working with a ballet company?
0:18:56 > 0:18:57We started thinking,
0:18:57 > 0:19:00"OK, this is apparently a way we can make people move together.
0:19:00 > 0:19:04"But this is the way to do it.
0:19:04 > 0:19:06"What are the actually movements that they're going to be doing?"
0:19:06 > 0:19:09So we were looking around and thinking,
0:19:09 > 0:19:12"Well, maybe we should get a choreographer on the team."
0:19:12 > 0:19:15So we just, you know, called the Dutch National Ballet.
0:19:15 > 0:19:19Well, unfortunately, we only have one expert dancer in the room at the moment,
0:19:19 > 0:19:22although we do seem to be making a little bit of progress.
0:19:22 > 0:19:26'My extremely patient dance partner, Julia Gillespie, used to dance
0:19:26 > 0:19:29'with Game Oven's collaborators, the Dutch National Ballet.
0:19:29 > 0:19:34'She's now with the Rambert Dance Company on London's South Bank.'
0:19:34 > 0:19:36- HE LAUGHS - How do I always end up like this?
0:19:36 > 0:19:41So does she think that Bounden can give you a balletic boost?
0:19:42 > 0:19:48It's good for partnership and our movements but the footwork...
0:19:48 > 0:19:52We have to work on our footwork, I think.
0:19:52 > 0:19:54Who would you recommend this for?
0:19:55 > 0:20:00Beginners that haven't perhaps done a dance class before.
0:20:00 > 0:20:03Couples?
0:20:04 > 0:20:09A nice way to get close and learn how to dance together.
0:20:09 > 0:20:12'Perhaps, then, Adriaan and his team are thinking about more
0:20:12 > 0:20:14'about how you feel than how you move.'
0:20:14 > 0:20:19I think games as a medium have explored only a limited amount
0:20:19 > 0:20:22of emotions and experiences.
0:20:22 > 0:20:26There's so many more things that we can do.
0:20:26 > 0:20:30It's a bit more like Twister than a dance, I have to say.
0:20:30 > 0:20:32'Now, let's face it. There's clearly much more to ballet
0:20:32 > 0:20:35'than moving a phone through the air but, well, it's a start
0:20:35 > 0:20:40'and it does make a refreshing change from flinging birds at pigs.'
0:20:40 > 0:20:45And relax. Thank you, Julie. Take five.
0:20:45 > 0:20:48And now we will cross to...
0:20:48 > 0:20:50Show off!
0:20:50 > 0:20:52- We will cross to... - HE GRUNTS
0:20:52 > 0:20:53..the Webscape studio,
0:20:53 > 0:20:57where I can imagine Kate Russell can teach us a thing or two.
0:20:57 > 0:21:00- (Can you help me down, please?) - No.
0:21:06 > 0:21:09There's no real substitute for pen and paper when you're learning,
0:21:09 > 0:21:13but these days, kids need to grow up understanding how to use
0:21:13 > 0:21:16digital notebooks and sketch pads as well,
0:21:16 > 0:21:18or they could be left behind.
0:21:18 > 0:21:21For artistic impulses and jotting down notes,
0:21:21 > 0:21:26Paper by FiftyThree is a great example of what's available for iOS.
0:21:33 > 0:21:37I'll confess, I don't normally take the time to read the instructions
0:21:37 > 0:21:39when I try a new app out.
0:21:39 > 0:21:43So I was a little bit lost with Paper to begin with.
0:21:43 > 0:21:48But once I rewound and discovered the pinch and swipe peculiarities
0:21:48 > 0:21:50of interfacing with this app,
0:21:50 > 0:21:53I found it extremely elegant and intuitive.
0:21:56 > 0:21:59For arty Android users, there are a few choices too.
0:21:59 > 0:22:04I like Artflow as it has a huge selection of brushes and tools.
0:22:04 > 0:22:07You can even export to a Photoshop file to work on a sketch
0:22:07 > 0:22:09in more detail later.
0:22:09 > 0:22:12And it has a nifty feature called "palm rejection",
0:22:12 > 0:22:17so you won't accidentally zoom in resting your hand on the screen.
0:22:17 > 0:22:19The basic features are free,
0:22:19 > 0:22:22with in-app purchases for the more detailed stuff,
0:22:22 > 0:22:25and if your Android already has a stylus,
0:22:25 > 0:22:27you won't need to shell out for that extra too.
0:22:29 > 0:22:32There are lots of great examples of apps created by kids.
0:22:32 > 0:22:34I love this iPhone app,
0:22:34 > 0:22:38by a seven-year-old called Leah and her dad Irwin,
0:22:38 > 0:22:42Minihug, which helps parents monitor how much time quality time
0:22:42 > 0:22:45they're spending away from their technology
0:22:45 > 0:22:47playing with their children.
0:22:54 > 0:22:57Apps can also be a great way to teach kids,
0:22:57 > 0:23:00and this week, the Staffordshire Police Force in the UK
0:23:00 > 0:23:04has launched a Flappy Bird-style game called Kash Dash,
0:23:04 > 0:23:08that aims to help young people understand how to stay safe online.
0:23:13 > 0:23:16If your mind needs further expansion,
0:23:16 > 0:23:19the legendary lectures of Nobel prize-winning physicist
0:23:19 > 0:23:22Richard Feynman are now all available free
0:23:22 > 0:23:25on the Feynman Lectures website in text form.
0:23:28 > 0:23:32If you prefer video, the Microsoft Tuva project has remastered
0:23:32 > 0:23:36seven of the great physicist's lectures filmed in the 1960s
0:23:36 > 0:23:38and presented them with annotations
0:23:38 > 0:23:41and links to further educational material.
0:23:41 > 0:23:45And mathematically, we can write that great law down in a formula,
0:23:45 > 0:23:49some kind of a constant times the product of the two masses
0:23:49 > 0:23:52divided by the square of the distance.
0:23:52 > 0:23:56Kate Russell's Webscape concluding today's lesson.
0:23:56 > 0:23:59Hope you've enjoyed our educational special from Brockenhurst College,
0:23:59 > 0:24:01and if you'd like more from us throughout the week,
0:24:01 > 0:24:04do check out our website.
0:24:04 > 0:24:09If you'd like to get in touch, you can tweet us or e-mail us.
0:24:09 > 0:24:11That is it for now, though.
0:24:11 > 0:24:13Thank you for watching and we'll see you next time.