Week 6: What are the compelling arguments both for and against computer coding in schools?6/25/2017 There are arguments both for and against computer coding in schools. I personally think that the arguments are far more compelling for teaching coding in the schools. One may argue that teaching coding to children isn’t worth the time because they all aren’t going to be computer programmers (Harrell, 2015). However, so many jobs are driven by apps and websites, these students will need to learn how to code to get a job in a wide array of areas (Sehringer, n.d.).
I remember in high school, we had to made animations in Microsoft Powerpoint. I didn’t realize that this was coding until I read these articles and learned that it was exactly that. If you want to animate something, you have to tell it exactly what and when to do it. Coding has been and should continue to be taught in schools. Students not only enjoy coding and want to learn it, but it gives them skills in logical thinking, problem solving, persistence, collaboration, and communication (Harrell, 2015). Noelene Callaghan is quoted in an article by Singh (2015) saying, “Children and teenagers can create apps that adults cannot ... mainly due to the limitations that adults possess in living in a technological world.” Students need to learn skills that will equip them for the future that they will maintain and live in. There are many resources that teach coding to children in a way that is exciting and teaches them the basics of why someone would need to code. Code.org is a website that promotes the “Hour of Code.” It has lesson plans for teachers to follow and fun ways to get children to learn how to code. They maintain that, “Every student should have the opportunity to learn computer science. It helps nurture problem-solving skills, logic and creativity. By starting early, students will have a foundation for success in any 21st-century career path” (Hour of Code, n.d.). Like reading, learning to code is a skill that will help children in all areas of life. Their jobs will require them to have basic knowledge of creating commands and order using technology. Harrell, M. (2015, March 17). Add Coding to Your Elementary Curriculum. . . Right Now. Retrieved June 23, 2017, from https://www.edutopia.org/blog/add-coding-elementary-curriculum-now-matt-harrell Hour of Code: Anybody can learn. (n.d.). Retrieved June 23, 2017, from https://hourofcode.com/us Sehringer, G. (n.d.). Should We Really Try to Teach Everyone to Code? Retrieved June 23, 2017, from https://www.wired.com/insights/2015/02/should-we-really-try-to-teach-everyone-to-code/ Singh, L. (2015, June 7). Kids who code: Why the App Store will soon be dominated by young developers. Retrieved June 23, 2017, from http://www.smh.com.au/digital-life/digital-life-news/kids-who-code-why-the-app-store-will-soon-be-dominated-by-young-developers-20150602-ghetgt
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To me, the “Internet of Things” (IoT), feel like such a futuristic idea that is embedded in our current life. The devices that are connected to the internet feel like such forward thinking. It is difficult for me to think about what else could be made into a device. Tamburini (2014), says “Whatever we see and touch has an IoT opportunity.” If we can think it, we can create a device for it. As I was reading these articels, many of the ideas jumped out as genius. A smart fridge where you can see in and know if you need to buy milk, a monitoring patch for doctors to regulate heart rate, and a tracker for efficiency in the work place are all exampels of devices that could be easily integrated into our lives (Kobie, 2015).
As a special education teacher, my job is essentially driven by data. Sometimes the data is easy to track (ie. Reading fluency, math skills assessment, correct writing sequences), but some data is very difficult to track. Knowing how many refusals a student has a day, how many social interactions, how many times they independently use the bathroom, how long do they sit before asking for help, the list goes on and on. Even more difficult is the question of “who keeps track of all this data?” Many times, a paraprofessional can keep track, but if there isn’t support in the classroom, there is nobody besides the general education teacher to track the data. My invention would be a sort of wrist watch that could track motion and voice tone. This device would track when the student is talking and differentiate the type of interaction the student was having. It could record how many social interacitons a day they had with peers and if they were positive or negative. It could track when the teacher asks a question and if the student raises their hand to answer or just blurts it out. This device could eliviate time and free up hands for paraprofessionals who carry around cumbersom folders to track data. It would also pinpoint exactly when the student needs help and what they need help with. Meyers (2014) points out, “. Teachers are freed from managing classroom procedures to focus more fully on students – and perhaps focus more incisively too.” Writing goals and tracking behavior are one of the most difficult things special education teachers at my school are faced with, if we had a device as this, we would know exactly what to track and how to help. Kobie, N. (2015). What is the internet of things? Retrieved June 12, 2017, from https://www.theguardian.com/technology/2015/may/06/what-is-the-internet-of-things-google Meyers, M. (2014). Can the Internet of Things make education more student-focused? Retrieved June 12, 2017, from http://government-2020.dupress.com/can-internet-things-make-education-student-focused/ Tamburini, D. (2014). What Is the Internet of Things & What Does It Mean for Design? Retrieved June 12, 2017, from https://www.wirelessdesignmag.com/blog/2014/10/what-internet-things-what-does-it-mean-design I had never heard of a makerspace before researching them for this blog. I have gathered that they are areas where students can explore, discover new ideas, create, and build (Explee, 2014). These spaces often include a diversity of materials and electronics. These may include cardboard construction, woodworking, robotics, bicycles, sewing, and 3D printing (Cooper, 2013). Makerspaces are places where students have the freedom to build and take things apart. Maybe there are some old computers that they can take apart and figure out how to put them back together. The goal is for students to learn with their hands and deeply engage in science, engineering, and tinkering (Cooper, 2013).
One school found an old, working computer and took it completely apart. The students organized the parts and then put it back together using cardboard as the computer frame. They got error messages along the way, but persisted and researched to find the solution to the problems (sheninger, 2014). The students were working with real world devices and finding solutions that would give them skills that they could use in real jobs. One may say that using makerspaces as pedagogy could give students the skills they need to function in the world after school. This may not be so easy. Gary Stager (2014) cites a quote that says, “In spite of research that shows that experiential classrooms and long-term projects are effective in teaching higher-order thinking skills and deep content knowledge, such pedagogical methods are not widespread. This may be a result of the current focus on standardized testing and the acceptance of teaching to the test as never before.” Makerspaces have many benefits, but they also require a lot of time. That time is necessary for students to have a throughout go at exploring, discovering, creating and building. Explee TM. (2014, July 13). Retrieved June 8, 2017, from https://www.youtube.com/watch?v=NLEJLOB6fDw Cooper, J. (2013). Designing a School Makerspace. Retrieved June 8, 2017, from https://www.edutopia.org/blog/designing-a-school-makerspace-jennifer-cooper Sheninger, E. (2014). A Principal's Reflections. Retrieved June 8, 2017, from http://esheninger.blogspot.com/2014/12/impact-of-makerspace.html Stager, G. (2014). What's the Maker Movement and Why Should I Care? Retrieved June 8, 2017, from http://www.scholastic.com/browse/article.jsp?id=3758336&eml=SSO%2Faff%2F20141015%2F21181%2Fbanner%2FEE%2Faffiliate%2F%2F%2F%2F%2F2-238950%2F&affiliate_id=21181&click_id=1997258196 I really enjoyed the prompt this week, not only could I dive into the topic that I was the most interested in, but I could learn about how the other topics were related to my classmates and their classrooms. I dove into the topic of Genius Hour and found out how amazing it is to give students a choice to research their interests.
I learned from Kerri about flipped classrooms. Essentially, instead of teaching to the group, you teach to each student individually. I can relate to this as a special education teacher. This should be something that is strived for in all classrooms. Melinda talked about MOOCs and how her daughter took many classes online as a high school student. they seem like an amazing opportunity for students who don’t have access to these classes otherwise. We discussed that students require a high amount of self determination to be successful in these classes. Pepper also shared about genius hour. One thing that I learned from her post is the 10 characteristics and non-characteristics of genius hour. It lays them out nicely so they can easily be shared and explained to others. Genius HourOur last District Initiated In-service Day (DIID) this year was under the title “Challenge by Choice.” We were given a list of activities to rank from our most preferred to our least preferred. The choices ranged from drawing nature to pickle ball to GIS mapping. After everyone ranked their preferences, the chatter began, everyone was excited about what they may get to do on the choice day. When we got our assignments, people connected with the groups they would be in. The feeling overwhelmingly exuded excitement. When it was over, we had an open reflection time. People responded that they were eager to learn something that was a challenge to them because the had a choice in what they were learning. Because everyone felt like they had a voice and could choose something they were interested in, the learning was a very positive experience, even though the challenges were difficult for each person.
This experience reminded me that our students need a choice in their learning. One way we can do this in the classroom is through Genius Hour. Genius hour is when time is given to students to explore their passions and encourages creativity within the classroom (What is Genius Hour?, 2013). This allows for personalized education and increases student engagement (Carter, 2014). Genius hour can happen one hour a day or one hour a week, as long as students have time to dive into their interests. Although children have time to explore their own interests, there needs to be time to set it up so that it is successful. First, students need time to find out what their passions are. As teachers, we can offer them activities to help them find their strengths and give them some direction in what they wonder about (Badalamenti, 2016). Some ways to get students going may be to show them what other students have done in the past, like in the video above, so they can see that the limits are endless (Kesler, 2013). After they have explored their interests, students need to propose a project. This ensures that they have a direction to go with their exploration. Students also need to conduct research to learn about their topic. This may be a challenging task for students, but if they are passionate about their topic, it may teach them skills in perseverance. The last step is for them to present and create using any supplies that they need (Badalamenti, 2016). When I think about my students, genius hour seems very appealing. I teach special education, so many of my students are the ones who have to work the hardest at the things that may come easily for other students. Giving these students an hour a week to explore their interests could make school a very positive thing for them. They need the experience that learning is amazing and when they put in hard work, they can create some incredible projects. References Adams, E. (2016, May 17). 2nd Grade Genius Hour. Retrieved May 30, 2017, from https://www.youtube.com/watch?v=DLxVeoRiNWU Badalamenti, J. (2016, January 25). The 4 essentials of a successful Genius Hour. Retrieved May 30, 2017, from http://www.eschoolnews.com/2016/01/26/the-4-essentials-of-a-successful-genius-hour/ Carter, N. (2014, August 04). Genius Hour and the 6 Essentials of Personalized Education. Retrieved May 30, 2017, from https://www.edutopia.org/blog/genius-hour-essentials-personalized-education-nichole-carter Kesler, C. (2013, March 31). Genius Hour Project Introductions. Retrieved May 30, 2017, from http://www.geniushour.com/2013/03/31/genius-hour-project-introdutions/ What is Genius Hour? (2013). Retrieved May 30, 2017, from http://www.geniushour.com/what-is-genius-hour/ |