Coding
I have been developing an interest in learning about coding. Coding is the language of computers. It is how we tell a computer what we want it to do. The same way we learn to read and write the English language, coding is another literacy that is gaining main stream popularity. In Ontario we do not yet have a provincial approach for addressing computer programming in schools. Although many schools are starting to recognize coding as being a valuable activity. According Mitch Resnick (as cited in Pierce, 2013), “The ability to program, the ability to code, is an important part of being fluent today. In the same way that learning to read opens up opportunities for many thing, and learning to write gives you a way to express yourself and see the world, we see coding as the same (p.21). Being able to code allows students to move beyond being consumers of technology toward learning how to create technology. Coding also allows students to learn how to break down big problems into smaller chunks.
There are several different friendly programming tools that provide easy to use interfaces for learning how to code. One such site is Scratch. Scratch allows users to create animated computer games, stories and graphic artwork. It is equipped with paint applications, sound editing capabilities, and a wide selection of sound files, all of which can be used to create projects. Creating a Scratch project involves connecting blocks in stacks to create a script.
The Scratch website also provides opportunities for users to network with one another. Users can post their creations on the website, view and comment on the projects created by others and also remix the projects that have been posted in the gallery.
I think there are many educational opportunities for teachers and students interested in learning more about coding. It is something that can be used across the curriculum, nurtures creativity, and also allows for collaboration. I am at the very beginning stages of learning how to code. I have included some pics of a project I recently created. Alternatively you can access progress in work by
References
Pierce, M. (2013). Coding for middle schoolers. Education Digest 19(2), 38-42. Retrieved from
Hi Maureen,
Love your topic and agree with you wholeheartedly on building the passion and love for coding in schools.
Coding is an area I largely advocate. I just recently ran a coding PD session for our school’s PLC (Professional Learning Conference). Like you, I largely use ScratchEDU, along with Scratch 2 software, CODE.org and the awesome unplugged activities licensed under the Creative Commons at http://csunplugged.org/ (Download their awesome PDF HERE).
Scratch and many projects like it, build upon the ideas that Seymour Papert strongly advocated in education – those of coding, robotics and the “DIY” and “Maker” movements. Coding supports Papert’s learning theory of constructionism, one which, “is grounded in the belief that the most effective learning experiences grow out of the active construction of all types of things, including the construction of computer programs” (Brennan & Resnick, 2013; p. 255). Constructionism is the better half of game-based learning. It is the antithesis of instructivism which looks at embedding lessons within games; constructionism aims to have learners design the games, with knowledge building as part of the process (Kafai, 2006). If you want more background on Papert, do watch Gary Stager’s (2014) Ted Talk on the man. I noticed you indirectly referenced Resnick via Pierce (awesome fellow Windsorite educator, btw), but do watch Resnick’s (2013) Ted Talk, too, if you haven’t already done so.
More importantly, coding lends itself to so many practical opportunities within the classroom – opportunities that are integrated into the current curriculum, not just teaching coding for coding. There are plenty of applications that are available at any age, including preschoolers. Coding concepts are evident in procedural texts, sequencing of events, and of course, coding lends itself beautifully to maths units relating to patterning, algebra, space, area, position, mapping, length and more.
Aside from integrating coding into the curricular learning of my classroom, I do love running “Code Week” (see Code.org for ideas) every year at my school and also run an after school activity on the subject. For hardware, I love Beebots , Probots, Lego WeDo and Mindstorms. Apps that I love are The Foos, HopScotch, Scratch Jr. and Bee-Bot.
References
Brennan, K., & Resnick, M. (2013). Imagining, creating, playing, sharing, reflecting: How online community supports young people as designers of interactive media. In Emerging technologies for the classroom (pp. 253-268). Springer New York.
Kafai, Y. B. (2006). Playing and making games for learning instructionist and constructionist perspectives for game studies. Games and culture, 1(1), 36-40. Retrieved from http://cmap.upb.edu.co/rid=1GQBQJKR1-M5SMVC-7HK/19443702-Playing-for-Learning.pdf
Resnick, M. [TEDx Talks]. (2013, January 29). Mitch Resnick: Let’s teach kids to code. [Video File] Retreived from https://youtu.be/Ok6LbV6bqaE
Stager, G. [TEDx Talks]. (2014, March 24). Seymour Papert — inventor of everything: Gary Stager at TEDxASB. [Video File] Retreived from https://youtu.be/6-dFTmdX1kU
Hi Maureen:
We have a secondary curriculum in Saskatchewan for Computer Science in which we teach programming or coding. I currently teach it at the Grade 11 level. It is a difficult (and yet rewarding) subject to teach.
I find the learners really struggle with it because they have not built those thought patterns in previous classes. If it were adopted as a part of the curriculum at an earlier age, critical thinking and problem solving skills would be enhanced throughout their academic years.
Your absolutely right, coding offers yet another form of literacy both in terms of reading/writing in a different “language” and also shaping thought processes and creating neural pathways. It is a literacy that deserves some attention as we remediate our curricula.
Scratch looks really interesting. I have used the “one hour of code” resources and this one as well: https://studio.code.org/s/20-hour which is loosely based on the angry birds type game. There is another tool I have read about but not yet used called “Github” which apparently promotes collaboration among coders: http://www.wired.com/2015/09/github-open-sources-tool-teaches-students-code/ .
J@net
Hi Maureen,
Great topic choice and accompanying animations! I was amazed to discover just how much younger learners today seem to enjoy coding. The middle school that I spent time doing some consulting with actually has an after school Scratch club that was highly popular. The teacher in charge was seeking out additional mentors among his colleagues, as the number of students was getting to be too large or him to supervise on his own.
I decided to learn a bit about coding myself over the summer, using codeacademy.com. I’ve taken a break since the semester started, but plan to get back to it shortly. In fact, a few of my friends working in different fields ranging from marketing to education have taken up coding as well.
Not only does learning to code allow us to play an active role in creating learning technologies, but I think that we gain a whole new appreciation for content we come across online once we know the hard work and planning that goes into its development.