I opted to do an hour of coding in Code.org. Although I’ve heard the hype and generally subscribe to the importance of coding as a skill for students, I never stopped to think about why that is true. I blindly listened to experts and accepted their assertions. However, after reading through the articles and watching the videos, I have come to understand the reasons it is important for our students to have “the ability to follow a step-by-step process to solve a problem” (Snelling, 2018). I especially connected with Stephenson’s analogy that “We don’t teach reading because we believe everyone will write War and Peace” (Snelling, 2018). I also had a bit of an epiphany when I read that libraries are ideal for this type of learning because they “come without the academic stress of a traditional classroom, making them a perfect place for students to experiment with coding” (Snelling, 2018). That perfectly reflects the reason that I want to leave the classroom and enter the library. I wish to embrace a space where learning is purely that, and to be able to support learning, instead of assessing, is appealing and restorative to me.
Like most, I am completely dependent on technology without bothering to understanding it. I take for granted that the Nintendo Switch works to entertain and engage my family. I appreciate all of the features of Google, which basically keep my life in order. I have not had to return home to double check that I did, indeed, turn off the burner on the stove because I know that Google Nest will tell me if I didn’t, but I didn’t have any method to contextualize the idea of a computer, which are simultaneously too ubiquitous and too complex for me to wrap my mind around. The analogy of the computer as a tool to assist with human “thinking work” (Code.org, 2018) was illuminating. Also, the simple framework of a computer taking input, storing info, processing results, and then outputting results (Code.org, 2018) is something that I can grasp, and I think it is something that students will understand, too.
I chose to do the Minecraft coding in Code.org because I’m familiar with the game, and my son was interested, too. While it took a minute to figure out how to get started (admittedly, I also got absorbed in all of the possibilities of the different options and possibilities, so I got lost just exploring), it was so easy to do that I am absolutely disarmed. I enjoyed making mistakes–something that I’ve always tried to instill in my students, but fully succeeded in doing because let’s face it: when grades are connected, there’s always pressure not to fail, and in an English classroom, if grades are not connected, students translate this to “it can’t be important, so I don’t have to do it.” Paradoxically, it felt really safe and adventurous to play around with code. The connections that Code.org made between English content and coding was valuable information for me, and I explored several lessons they offer. This is an excellent way for a novice like me to deliver expert connections and achievable content and ideas. I am so glad to put this resource in my toolbox, and honestly, Code.org made everything so easy that I’m in a bit of disbelief that it can be taught with such ease.
Code.org. (2018, January 30). How computers work: what makes a computer, a computer? [Video]. YouTube. https://www.youtube.com/watch?v=mCq8-xTH7jA&list=PLzdnOPI1iJNcsRwJhvksEo1tJqjIqWbN-&index=2
Snelling, J. (2018, April 3). Don’t stress about coding: focus shifts to teaching problem solving not computer skills. School Library Journal. https://www.slj.com/?detailStory=dont-stress-coding-focus-shifts-teaching-problem-solving-not-computer-skills
I really liked that you said “support learning, instead of assessing.” This is a great way to putting it!
I had much the same experience you did and also connected with the quote about libraries being a less stressful place to explore coding. I chose the relatively easy coding activity of animating a name so I could better understand the basics. This was the right move for me because I think I might have been overwhelmed by choices as you were.
You make some excellent points that have me rethinking my resistance to coding. The notion that this is something fun and independent from grades will appeal to students. Encouraging reasoning and critical thinking is an important aspect of education regardless of the subject matter. On a side note, I love the design of your portifolio!
I’ve seen students coding in a library and I did notice more now with our reading why that might be the case. I think sometimes form the outside looking in that we may not quite understand how important technology and the library go hand and hand until we see it more in practice.
My son is a coder. He was introduced to it in his elementary school robotics club but didn’t really get serious about coding until high school. (Now in his first year of college, studying programming). Our readings and collective experiences have reminded me of one of the benefits of coding I discovered as his skills increased: the ability to proof-read! Coding requires accuracy and attention to the smallest detail–skills all students can improve upon. And I agree that working at coding teaches us it’s ok to make mistakes and go through multiple revisions. Aren’t these essential skills we want our students to embrace in their core classes?