With an emphasis on experimentation, collaboration and play, pi-top
As a creative learning company, pi-top has put as much effort into designing purposeful teaching and learning programmes and resources as we have our technology.
Our emphasis on experimentation, collaboration and play brings a maker mindset to coding, STEAM, and physical computing – in use by over 2000 schools globally.
We inspire people of all ages to change the world around them so they recognise their role as producers, innovators, creators and game-changers.
The rapidly changing nature of employment will see the jobs of the future being the ones that we create ourselves. The world’s current consumption model is inherently wasteful and unsustainable, with too many schools mirroring the mass factory production lines of a disappearing era. Our learning philosophy centres on shifting power from large, standardised, anonymous conglomerates to one where learners and educators own the means of production. A new industrial revolution powered by technology and computing enables personalisation and diversity with learners making customised projects that solve real local problems.
Collaborative problem‑solving lets learners go further together than they could on their own, leveraging the power of teamwork so each learner grows. At its simplest level, this kind of collaboration involves discussing with others what will work best, applying knowledge, and solving problems together.
In today's increasingly interconnected world, people are often required to collaborate in order to achieve their goals, but learners still typically work individually. Schools will need to become better at preparing students to live and work in a world of productive collaboration. Our ecosystem is designed with this in mind. Go from screen time to
It’s better to discover than be told, so to build the learning framework at pi-top, we’ve taken a constructionist learning approach. This means learners come up with an idea, play it out, create possible solutions, test them, see what happens, reflect on what they’ve seen, and iterate their solutions based on what they discover.
Project‑based learning is inherently