Coding for Educators and Students

I am not sold on the idea that in and of itself coding is a K-12 essential. There are now a number of databases containing common code sequences in all languages and it won't be too far in the future when code will be available "on demand" by way of plain language query not unlike Google. A little further out, five or fewer years, I expect we will see code that writes code. Consequently, I don't have much faith in estimates claiming that 1.4 million programming jobs will be needed over the next decade.

However, from my limited experience with it, I do believe coding to be a beneficial technological integration tool. Coding is "non-subject specific, lending itself to interdisciplinary lessons that integrate math, science, English, art and a variety of other subjects. Students simultaneously balance logical reasoning, creativity and problem solving in real-world scenarios." Watch the video at Made with Code. Then, if you're not convinced that coding requires a considerable amount of logical reasoning, creativity and problem-solving, try a couple of simple projects of your own. At the least you will gain an appreciation for what is involved in programming. EmergingEdTech lists and briefly discusses four additional coding sites for teachers and students. If you really want a challenge sign up for Harvard's very well known free introductory computer science course, CS50.

4 Questions to Ask about Your Lesson, Unit or Activity

From the dangerously!irrelevant blog:

1. Deeper learning. Did it allow students to go beyond factual recall and procedural regurgitation and be creative, collaborative, critical thinkers and problem-solvers? Did it really? [If not, why not? Our graduates need to be deeper learners and doers so that they can add value beyond what search engines, Siri, and YouTube already can do.]


2. Student agency. Did it allow students to drive their own learning rather than being heavily teacher-directed? Did it really? [If not, why not? Our graduates need to be autonomous, self-directed, lifelong learners so that they can reskill and adapt in a rapidly changing world.]


3. Authentic work. Did it allow students to be engaged with and/or make a contribution to the world outside the school walls? Did it really? [If not, why not? Our graduates need to be locally- and globally-active so that they can be positive citizens and contributors to both their community and the larger world.]


4. Digital tools. Did it allow students to use digital learning tools to enhance their learning beyond traditional analog affordances? Did it really? [If not, why not? Our graduates need to be digitally fluent so that they can effectively navigate our technology-suffused information, economic, and learning landscapes.]

What percentage of the learning occurring in your school system would simultaneously satisfy at least two of the above (2Q)? At least three of the above (3Q) for a triple win? All four (4Q) for the quadruple win?