A new initiative — Building Youth Pathways in Computer Science and Digital Making (CS-Paths) — has been launched in an effort to support teens in computing and digital making programs. CS-Paths, a partnership between the Hive Research Lab (HRL) and the Hive NYC Network, asks: “How might we support young people to pursue computing and digital media pathways that go beyond a single program experience?” The answer: through brokering learning opportunities. This kind of brokering is the practice of a caring adult such as a teacher, counselor, peer, librarian or volunteer helping a young person connect
Minecraft, the Lego-like building video game, is such a massive hit that the New York Times Magazine recently made it the subject of a cover story. What makes the game such a global sensation is its power to encourage an interest in STEM (science, technology, engineering and mathematics) — those pesky fields that Americans don’t seem to be able to conquer. U.S. students lag behind 34 other countries in math and behind 26 countries in science, according to a Pew Research Center study. “The game encourages kids to regard logic and if-then statements as fun things
Although “making is a stance toward learning,” Minecraft is proving to be an object to learn with as well as think with in many after-school programs. “Talking about tinkering while doing it, in person and online, can enhance social contexts for peer learning and for learning thinking skills,” however, inequities continue to exist in underserved communities — what Henry Jenkins has called “the participation gap.” Digital Youth Network, among others, has been busy trying, assessing, and spreading the word about practices that effectively bridge the gap. At DML 2016, on Thursday, Oct. 6, at 12:30 p.m.,
It seems today that STEM (science, technology, engineering and math) and coding are constantly in the news, especially in relation to youth and learning. But, despite near incessant news coverage, there is a continuing uneven access for youth to STEM and coding classes in school, as well as after school. Gaining prominent attention at the national level is President Obama’s recently released Computer Science for All initiative, focusing on offering more computer science classes. But, it does not emphasize the opportunities for interest-driven learning outside of the school structure. One group — libraries — working
KitHub, “creative electronics for young innovators,” is a kit-of-the-month club for young makers, their parents, and their families. It was designed to empower kids and parents who weren’t necessarily close to a physical makerspace, by two women — Tara Tiger Brown and Luz Rivas — who are passionately devoted to maker education, not by an edu-biz conglomerate or VC-founded startup. Brown has served as an entrepreneur, executive director, technical director and lead product manager for the MacArthur Foundation-supported Connected Learning Alliance, Annenberg Innovation Lab at USC, Born This Way Foundation, Topspin Media, and Microsoft, and is co-founder
For nearly four decades, economists have been discussing what is generally referred to as skill-biased technical change. That is, the degree to which technological transformations — computerization and automation — privileges high-skill workers over low-skill workers. Schools are under increasing pressure to design classrooms, curricula, and learning experiences that help students develop the kinds of design, engineering, and creative skills that are a better fit for innovation economies. One model of schooling that is gaining increasing attention for developing and spreading these skills is the Pathways in Technology Early College High School, or P-TECH for short.
Here’s the punchline: The humanities in the U.S. are in crisis for the same reason that STEM is in crisis – not because of STEM (Science, Technology, Engineering, Mathematics). And vice versa. The crisis comes from declining or at least stagnant numbers of students in these areas. Faculty members are panicking and making snide, demeaning, and sometimes insulting comments about one another instead of coming to terms with the basic issue of why students today aren’t flocking to these subject areas. To my mind, therein lies one of academe’s biggest problems. We’re better at defensively placing