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Posts by Topaz Glazer

Announcing Code Create Teach: An introduction to computational thinking and coding in the classroom for K-12 educators

Community
Mar. 12 2018
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Posted by
Topaz Glazer

Lighthouse Labs is excited to announce our partnership with Kids Code Jeunesse (KCJ) on the Code Create Teach project - a national campaign to support, inspire and encourage teachers to bring code into their classrooms.

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Welcoming Back The HTML500

General
Jan. 10 2017
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Posted by
Topaz Glazer

The HTML500 began in 2014 with the belief that every Canadian should have the opportunity to learn to code, not for the sake of becoming programmers, but to promote critical thinking, problem solving and empower attendees to create, not just consume, technology.

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If You Want to Inspire the Next Generation of Creators, Start With Their Teachers.

General
Oct. 24 2016
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Posted by
Topaz Glazer

We are thrilled to share the exciting news that BC's Ministry of Education has awarded Lighthouse Labs & Kids Code Jeunesse a contract to support the introduction of coding & computational thinking into classroom!

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Teacher Feature: Leigh Halliday

Community
Sep. 17 2015
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Posted by
Topaz Glazer

At Lighthouse Labs, we believe that having incredible teachers is an invaluable part of our students' success. We are lucky to have amazing teachers who are top craftsmen in their field. They have been working as professional developers for over 10 years and are ready to pay that experience forward. We want to take the time to get to know these teachers a little better. Next up, our Web Fundamentals Leigh Halliday!

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July Web Cohort: The quintessentially Canadian Class


Sep. 10 2015
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Posted by
Topaz Glazer

At Lighthouse Labs we take pride in our tight-knit community. Our students all share some common threads, but we are constantly amazed by the wide spectrum of backgrounds and stories we hear on monthly basis, our newest cohort is a great example. They did not just come from different backgrounds but from different parts of the globe! Let’s get to know them a bit.

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