Learning by Coding

Stretch Your Mind: Code

Thursday, October 13, 2016 Comment babies

One of the most publicly prominent elements of the current interest in math and science education has been the adage that everyone should learn to code. When arguing for universal coding literacy, promoters often frame the benefits of coding as directly practical — a higher paying job, entry into an important industry, etc. In his thoughtful essay, Basel Farag explains how the direct connection between learning to program and earning a profit is separated by a few question marks. As Farag puts it: We live in an ultra-competitive world, with people turning to all sorts of

Going Beyond ‘Learning to Code’: Why 2014 is the Year of Web Literacy

Monday, January 06, 2014 Comment teacher and student working at laptop together

In January 2012 the Mayor of New York tweeted, along with thousands of other people, that he planned to ‘learn to code’ during the course of that year. Whether or not he was successful in this venture, it’s a good indication of how ‘learn to code’ has captured the zeitgeist and become a movement. A recent Computer Science Education week, for example, was  re-branded as ‘Hour of Code’ – and Code.org features celebrities urging everyone to just learn a little bit of code. The argument is largely economic and aligned with agendas around science, technology, engineering

This is Why Kids Need to Learn to Code

Thursday, November 28, 2013 Comment colorful stacked spools of thread

Proclamations like ‘kids need to learn to code!’ may be accurate but, without some context and conceptual unpacking, they can be rather unhelpful. Thankfully, fellow DMLcentral contributor Ben Williamson has done a great job of problematising the current preoccupation with coding by asking questions like: “What assumptions, practices and kinds of thinking are privileged by learning to code? Who gains from that? And who misses out?” In many ways what follows builds upon these ideas so it’s worth reading Ben’s article first if you haven’t already. Along with the landscape issues identified in Ben’s article there’s a couple of

Programming Power? Does Learning to Code Empower Kids?

Thursday, November 14, 2013 Comment close up of hands working at laptop

The idea that young people should learn to code has become a global educational aspiration in the last few years. What kinds of questions should digital media and learning researchers ask about these developments? I want to suggest three approaches: first, to take a historical look at learning to code; second, to consider it in political and economic context; and third, to understand its cultural dimensions. The importance of learning to code is expressed in catchy slogans and ideas like Douglas Rushkoff’s “program or be programmed,” and the view that if you are not working on

How Software Sees Us

Friday, August 02, 2013 Comment man sitting in dark room designing bird on 2 computers

How we think about digital media is paralleled by how we think about learner identities. What kinds of learning identities are being promoted for an anticipated future in an increasingly softwarised society? About ten years ago, the designers Dan O’Sullivan and Tom Igoe asked the question “how does the computer see us?” The striking image of a hand with one finger, one eye, and two ears that they produced as a response to this question—a simple yet weirdly obscene finger-eye-being—reminds us that the technologies we create carry built-in assumptions about the people who will use them.