[LINK] Let's pause before drinking the 'coding in schools' Kool-Aid

[Brenda Aynsley]

On 03/06/15 08:13, Bernard Robertson-Dunn wrote:
> <brd>
> There is far more to technology, in general, and Information Systems in
> particular, than coding. And when it comes to the use of technology,
> knowledge of coding isn't even relevant.
>
> Looks to me like a "We must do something about STEM education. Here is
> something. Let's do it" approach rather than the result of a bit of
> analysis and thinking.
> </brd>

Greetings from the north of england.

A short comment.  I am on record as supporting this and I do so for two 
reasons, one it's an absolute recognition that we have moved to a new 
century which requires new fundamental skills which in turn require new 
ways of thinking about problem solving which brings me to my second 
reason, that is when I talk about coding it's 'code' for computational 
thinking which allows us all, particularly teachers to make the 
attitudinal and behavioural changes in the classroom from users of ICT 
to potential/actual creators of ICT.

I was at the World Summit for the Information Society in Geneva last 
week and as I listened to the endless speeches, one statement stood out 
and I can't remember who it was who said it ... "our children ask 21st 
century questions, which we answer as 20th century parents, and we all 
live under 19th century governments." ...

We are in a revolution which may or may not involve greater uses of 
machines alongside humans but in any event we humans do need to be 
thinking in the 21st century.  Our political masters (servants) don't 
all get it so I think not obfuscating with detail that is beyond their 
ken is useful at this stage ... whilst they catch up.

So forgive those of us who promote 'coding in schools' and recognise 
what we are attempting to do perhaps clumsily but you might accept the 
validity of the reasons we are doing it.

cheers
brenda



-- 
Brenda Aynsley OAM, FACS CP, ACS Honorary Life Member
ACS President 2014 & 2015
Chair IFIP International Professional Practice Partnership (IP3) 2011-15

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