Coding
is a process that requires logical thinking. In our digital world, students
need coding and it should be taught in conjunction with other subject areas
versus in isolation. According to Brookhouser and Megnin (2016), “Coding is a
fundamental skill to open the world in ways we are just beginning to imagine”.
So, the question stands; why coding? Because it is a fundamental skill, coding
enables students to understand why things work the way they do, through
problem-based learning, it closes the achievement gap between affluent and
disadvantage students, and it makes students “think” about thinking which
results in gains in other subject areas.
Teaching coding starts with presenting a problem and
working collaboratively to find a solution. If teachers do not have the right
mindset, they may feel incompetent when trying to teach coding. When teaching coding,
teachers must act as facilitators, guiding the students through the process.
This enables students to explore, think, create, and gain confidence.
Additionally, this process allows the teacher to learn from his/her students.
Because students are involved in recognizing patterns, deriving meaning from
abstract symbols, developing logical strategies for tackling challenges,
building and testing algorithms, trouble shooting, and following complicated
steps to a conclusion, Brookhouser and Megnin (2016) concludes computer science
empowers students to tackle the problems of the world.
In addition to students’ ability to think logically and
translate their thinking process to other subject areas, coding lessens the
achievement gaps. Paul (2016) states the persistent achievement gaps in our own
country between white and affluent students on the one hand and minority and
disadvantaged students on the other are closed with the help of coding for
all. Some may ask the question, “What does coding look like within the
classroom?” Mitch Resnick, one of the creators of scratch, description of a
class consists of students working collaboratively to solve problems based on
their interest (passion project). These digital projects will be housed in a
student portfolio, so the teacher can monitor students’ progress. What are your thoughts?
References
Brookhouser,
K., & Megnin, R. (2016). Code in
every class. Irvine, CA: EdTechTeam
Press.
Merrill,
S. (2017) The future of coding in schools. Retrieved from https://www.edutopia.org/article/future-coding-schools.
Paul,
A. (2016). The coding revolution. Scientific
American, 315(2), 42-49.
Lisa, as educators we need to learn how to integrate coding into the other subjects and like you said not teach coding in isolation. Teachers are going to need professional development and resources to begin the integration process. We must continue to escape from the mindset that coding is only for enrichment classes or STEAM labs. If we are going to prepare students for careers or college, we must start the integration process of coding into the main subjects taught at school.
ReplyDeleteLisa, the concept that coding can bridge the gap both digitally and academically is amazing. Students can be successful at coding when they struggle in all other content areas. The story in Brookhouser and Megnin’s book about the student with learning disabilities shining through coding is touching and eye opening. He usually fell behind his classmates in all areas, coding was something he could excel in. The other students looked to him for help and they praised his success. This story touches one of the positives aspects of coding. Creating an inclusion environment all students can stand out. Coding isn’t just computer programming it is logical thinking and problem solving at a new level.
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