And yet . . .
I really disagree with this mindset. The power of computing isn't simply in the coding process. (And I'm someone who knows code) It is also in the changing social context, in the meaningful dialogue, in the reorganization of information. If someone wants to advocate that "everyone" should do anything, I am skeptical.
If I don't film my own movies, does that make me someone who cannot understand film and the way it is conveyed? If I do not write my own books, can I not appreciate good literature? If I don't sculpt, can I still enjoy a nice statue? Do I have to brew my own beer to enjoy the flavor of an IPA?
And where does one draw the line? Do I need make my own pencils if I want to become better at sketching? I love to paint, but do I need to create that medium as well? I haven't a clue how to make oil paint. Does that ruin the quality of my canvas? I have a garden, but do I need to grow all of my own vegetables if I'm going to cook?
Time is finite. Teachers learning code is great. However, I also think teachers should paint, write, read, learn new practices, engage in dialogue, tutor students - and the thing is no one can do all of those. What if the answer isn't to learn how to do everything, but to be humble enough to recognize when I cannot do something and ask the right questions to those who do?
photo credit: *n3wjack's world in pixels via photo pin cc
Well there already is plenty of advocating that everyone should learn -xyz. The latest being the common core standards. There is no mention of logic and algorithms (besides those used for division, multiplication, etc) in those standards (at least that I could find in my brief search)? Thus it is going to be very late in schooling that most kids will even have the opportunity to learn coding.
ReplyDeleteI'm not a fan of the standards precisely for this reason. If a student wants to explore a topic, they should be given the time and resources to do so. There is nothing that promotes a true depth of learning like intrinsic motivation.
Unfortunately coding is a very important topic, that many find difficult to do. There just aren't many teachers that could help a student learn coding. If some more methods were created to develop a programming mindset for younger students I think it would advantageous to all.
Currently the only likely way that sort of innovation would happen is if it becomes a standard. I think it is a valid argument that coding/logic/algorithms are just as important as algebra, geometry and calculus. And truly coding provides relevance for those previous topics that many students think are useless. Programming provides an avenue where a student can say, "Look I needed geometry in order to CREATE this app." That is pretty powerful.
For what it's worth, I would love to see codes and logic become a part of what little ones learn. I'm thinking some could handle basic programming in the primary grades. They ought to program before they play around with computers. However, I always have a knee-jerk reaction when someone says, "You have to know how to ___________" It can feel really condescending.
DeleteAh, yes. "Time is finite." I'm not going to learn code. I don't even have the time to learn how to play my banjo. :-) Thanks for addressing the "all people" issue!
ReplyDeleteThanks! I'm curious where you would draw the line on what all students should have to do.
DeleteI agree with this. I feel that there are some non-negotiables in learning. For instance, students need to learn to read. They also need to learn how to write (string sentences into paragraphs). Basic math skills too. I say this not to have something to teach but rather to just be able to function in the world. Beyond that, students should have the opportunity to choose where they go, which will lead to deeper understanding and passions for learners.
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DeleteDear John,
ReplyDeleteWhat if "learning code"" was changed to "learning Boolean logic"?
For what it's worth, I agree with the idea of integrating coding into math. I also think kids need to learn how to bake bread.
DeleteI guess my issue is with the "all people" mindset. Too often, people get geeked out about some skill set. They see it as vital (and it is) and then they want everyone in the world to learn it.
I learned code. It was hard. It was grueling. It is also a part of why I am less inclined to see a device as magical and I am skeptical of what it does to human communications. If we advocate for all students learning code, we need to advocate for all students to learn video and photography, all students to learn social systems, all students to do community service, all students to analyze the effects of technology on society (both positive and negative).
After awhile, it becomes difficult to decipher which things "all students" need to know.
I would recommend taking a look at a book by Lawrence Lessig called "Code". It's available for free here: http://codev2.cc/ . It's been a while since I read it, but if I remember correctly, his main argument is that the computer code that runs our technology is becoming the law that runs our life in a very similar way to the laws enacted by our government.
ReplyDeleteAlong those lines, I think it does make sense for everyone to learn the basics about programming, in the same way that it makes for all citizens to have a basic grasp of our constitutional principles. We don't expect everyone to be a constitutional scholar, but it does help promote a healthy and engaged democracy.
I think the distinction that I would make (and I should have made it) is that knowing code on a basic level is great, just as knowing how to write matters. However, I don't think every kid should have to know how to make apps or build programs in the same way that no kid should have to write novels.
DeletePersonally, that's the push I'm working on. I agree that not everyone needs to be able to write apps for their iPhone, but I do think a basic code literacy should be part of every student's K-12 education.
DeleteI'm thinking somewhere along the line here the message has been skewed. Rushkoff's challenge is that understanding a basic level of code/programming helps us understand better all that we participate in that uses code and programming. My sense is the conversation here is taking it a bit literal. I might suggest, or at least say that for me I would argue that code/programming is akin to learning music. I realize many people enjoy music with no background or knowledge but those who have picked up a guitar, learned a few scales or sung in a choir are better off, not only in being able to appreciate and understand music better but are better off human beings. Some level of knowledge of code or programming as Rushkoff explains it is essential given the sheer amount of time we spend online and in digital.
ReplyDeleteI'm not advocating we all learn java or python, just like I'd say we shouldn't have every child learn the violin or piano. But exposing them to code at even an elementary level and continue exploring the nuances and significance to our every day life is a pretty essential understanding in 2012.
I don't really disagree with you, Dean. Just fleshing out some thoughts, no so much from your blog post, but from the speech by Rushkoff. He seemed to suggest that one couldn't get technology if one didn't get code. I'm not sure I agree with that premise.
DeleteThere is also a level of coding that will make students better writers in online spaces. I am not talking about being able to code a program for an app (that is what electives are for) but students should learn the basic html used in blogs when WYSIWYG editors are not available or are too cumbersome. I am thinking just a few commands and knowledge would suffice. It students new the basics such as changing text sizes, adding links with different targets, headings, embedding iframes, using blockquotes they will be better writiers. These are all features that proficient writers use in online spaces.
DeleteThis make me think about the article about how 90% of people don't know how to use Ctrl+F: http://www.theatlantic.com/technology/archive/2011/08/crazy-90-percent-of-people-dont-know-how-to-use-ctrl-f/243840/ . I agree that we don't all need to be programmers, but it sure feels like we are still missing some pieces of the puzzle when it comes to learning general knowledge about using technology.
ReplyDeletei am some agrees and some portion i am disagrees with you because i disagree with it because e every students needs basic knowledge regarding to learn the codes and agrees it can learn our self if he will be able to do that but i think students can never do anything until a teacher do give them the basic knowledge thanks
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Reading this reminded me of my post-grad essay on multi-literacies, and technology literacy could easily be one of these. There is a demand - or talk, at least - of teaching kids to become critical users of technology...these require some functional literacy within which reproduction (creating) falls,....at least in the framework I quoted in my essay. But the premise here is that critical literacy is the desired outcome in the first place. So if critical use is not desired for some technologies, there is merit in saying one needs not know how to create it in the first place.
ReplyDeleteSo the real problem is in the details and unpacking that applies to everything we say students should learn - oh wait, they call that the curriculum.
For the record, I don't think everyone should learn how to code but everyone should understand that computers are run by code. Also, I see much benefit in algorithmic thinking (logic, if you will), far more than code....just as I value mathematical thinking more than "maths". It is possible to promote algorithmic thinking without coding....that's my next challenge.
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