Connected CodeWhy Children Need to Learn Programming
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Empfehlungen
Zusammenfassungen
- Vom Code zur App: Es geht im Informatikunterricht nicht mehr um das erlernen der richtigen und absolut effizientesten Algorithmen sondern um das Erstellen konkreter, nutzbarer Applikationen.
- Vom Werkzeug zur Gemeinschaft: Programmierumgebungen zum Einstieg ins Programmieren gibt es unterdessen wie Sand am Meer. Relevant ist heute eine lebendige Gemeinschaft, die zum Programmieren motiviert und bei Problemen weithilft.
- Vom "Bei 0 anfangen" zum Remixen:Die Industrie macht es vor, in der Schule gilt es noch als Betrügen: Das geschickte Neukombinieren bestehender Elemente.
- Vom Bildschirm zum Begreifbaren: Das Internet der Dinge steht vor der Türe, relevant ist je länger desto mehr nicht mehr das, was auf dem Bildschirm steht, sondern was sich in der Hand halten lässt.
In Connected Code, Yasmin Kafai and Quinn Burke argue that although computational thinking represents an excellent starting point, the broader conception of “computational participation” better captures the twenty-first-century reality. Computational participation moves beyond the individual to focus on wider social networks and a DIY culture of digital “making.”
Kafai and Burke describe contemporary examples of computational participation: students who code not for the sake of coding but to create games, stories, and animations to share; the emergence of youth programming communities; the practices and ethical challenges of remixing (rather than starting from scratch); and the move beyond stationary screens to programmable toys, tools, and textiles.
- A shift from code to actual applications: The first question for educators and learners alike is no longer a matter of what programming language is “right” but rather what we ultimately want to make; this is the starting point for creation.
- A shift from tools to communities: There is no shortage of introductory coding tools available, but which ones best facilitate sharing such content? A supportive and resourceful community is, in fact, a tool in and of itself, and developing schools and classrooms around these virtual spaces is an important next step.
- A shift from starting from scratch to remixing: Related to the previous dimension, the question is less about demonstrating prowess by building entirely anew but rather leveraging existing resources (code and otherwise) to improve and reimagine content; what schools perceive as cheating is standard practice in STEM industries.
- A shift from screens to tangibles: The question is no longer what is on your screen but what is in your hands; as evident with the wider inter-net of things, coding and connectivity have migrated away from the traditional vestiges of computers to become truly ubiquitous within the cars we ride and even the clothes we wear.
- From code to applications, illustrating how students increasingly learn programming not as an abstract discipline but as a way to make actual applica- tions, such as video games and digital stories;
- From tools to communities, highlighting the shift from learning code as an individualistic endeavor to leaming it as a social enterprise;
- From scratch to remix, pointing to the growing possibilities and ethical challenges that are associated with repurposing code as a starting point (or from scratch) for programs; and
- From screens to tangibles, showcasing how coding and computing have moved beyond stationary screens, reintroduced a tangible dimension to digital media, and allowed users to immerse themselves in the physical world through programmable toys, tools, and textiles.
Bemerkungen zu diesem Buch
Kapitel
- 5. From Scratch to Remix
- 7. From Screens to Tangibles
- 7. Connected Teaching
- 8. Coding for All
- 1. The Comeback of Coding (Seite 1 - 18)
- 2. Connected Learning (Seite 19 - 29)
- 3. From Code to Applications (Seite 32 - 49)
- 4. From Tools to Communities (Seite 51 - 72)
Dieses Buch erwähnt ...
Personen KB IB clear | Chris Anderson , Sonja Baumer , Yochai Benkler , Matteo Bittanti , danah boyd , John Seely Brown , Amy Bruckman , Leo Burd , Robbin N. Chapman , Katie Clinton , Rachel Cody , Allan Collins , Larry Cuban , Tom DeMarco , John Dewey , Andrea diSessa , P. Duguid , Allan Fisher , Jerry Lee Ford , J. P. Gee , Neil Gershenfeld , Adele Goldberg , Richard Halverson , Idit Harel , Becky Herr-Stephenson , E. von Hippel , Heather Horst , Mizuko Ito , Henry Jenkins , Yasmin B. Kafai , Alan Kay , Caitlin Kelleher , Patricia G. Lange , Jean Lave , Timothy Lister , Dilan Mahendran , John Maloney , Jane Margolis , Sylvia Libow Martinez , Katynka Z. Martínez , Nicholas Negroponte , Tim O'Reilly , David B. Palumbo , Seymour Papert , C.J. Pascoe , Randy Pausch , Kylie A. Peppler , Dan Perkel , Marc Prensky , Ravi Purushotma , Mitchel Resnick , Laura Robinson , Alice J. Robison , Douglas Rushkoff , Natalie Rusk , Carl Sagan , Donald A. Schön , Clay Shirky , Brian Silverman , Herbert Simon , Christo Sims , Gary Stager , Lisa Tripp , Sherry Turkle , David Tyack , Margaret Weigel , Etienne Wenger , Jeannette M. Wing | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Fragen KB IB clear | Gehört Programmieren zur Allgemeinbildung?Should programming be part of general education? | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aussagen KB IB clear | Creativity Design Principle 02: Low threshold, high ceiling, and wide walls
Lernen ist ein sozialer Prozesslearning is a social process Problemlöseargument: Informatikkenntnisse helfen auch beim Lösen von Problemen ausserhalb der Informatikproblem solving argument: knowledge in computer science fosters problem solving | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Begriffe KB IB clear | AgentSheets , AkkommodationAccommodation , Alice.org , Assimilationassimilation , BASIC (Programmiersprache)BASIC (programming language) , CommunityCommunity , computational participation , computational thinkingcomputational thinking , Computercomputer , computer science unpluggedcomputer science unplugged , Computerspielecomputer game , creative coding , Denkenthinking , design thinking , Digitalisierung , Do It Yourself (DIY)Do It Yourself , high ceiling , Informatikcomputer science , Kinderchildren , Konstruktionismusconstructionism , Lernenlearning , LOGO (Programmiersprache)LOGO (programming language) , low floor , microworldmicroworld , OOPobject oriented programming , Open SourceOpen Source , pair programming , Pascal (Programmiersprache) , Problemlösefähigkeitproblem solving skills , Programmierenprogramming , Programmierkonzepteprogramming concepts , Rekursionrecursion , Schreibenwriting , Scratch , Spielgame , Sprachelanguage , StarLogo , storytellingstorytelling , wide walls | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Dieses Buch erwähnt vermutlich nicht ...
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Vorträge von Beat mit Bezug
3 Erwähnungen auf anderen Websites im Umfeld von Beat Döbeli Honegger
Zitationsgraph
Zitationsgraph (Beta-Test mit vis.js)
Zeitleiste
16 Erwähnungen
- Proceedings of the Workshop in Primary and Secondary Computing Education, WiPSCE 2015, London, United Kingdom, November 9-11, 2015 (Judith Gal-Ezer, Sue Sentance, Jan Vahrenhold) (2015)
- Constructionist Gaming Beyond the Screen - Middle School Students' Crafting and Computing of Touchpads, Board Games, and Controllers (Yasmin B. Kafai, Veena Vasudevan) (2015)
- ICER 2015 - Proceedings of the eleventh annual International Conference on International Computing Education Research, ICER 2015, Omaha, NE, USA, August 09 - 13, (Brian Dorn, Judy Sheard, Quintin I. Cutts) (2015)
- Boys' Needlework - Understanding Gendered and Indigenous Perspectives on Computing and Crafting with Electronic Textiles (Kristin A. Searle, Yasmin B. Kafai) (2015)
- Learner-Centered Design of Computing Education - Research on Computing for Everyone (Mark Guzdial) (2015)
- Computational Participation - Understanding Coding as an Extension of Literacy Instruction (Quinn Burke, W. Ian O’Byrne, Yasmin B. Kafai) (2016)
- Modality matters - Understanding the Effects of Programming Language Representation in High School Computer Science Classrooms (David Weintrop) (2016)
- Emerging Research, Practice, and Policy on Computational Thinking (Peter J. Rich, Charles B. Hodges) (2017)
- 24. Computational Participation - Teaching Kids to Create and Connect Through Code (Yasmin B. Kafai, Quinn Burke) (2017)
- Coding Literacy - How Computer Programming Is Changing Writing (Annette Vee) (2017)
- Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing - 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Dublin, Ireland, July 3-6, 2017 (Arthur Tatnall, Mary Webb) (2017)
- 51. How Can We Make Computing Lessons More Inclusive? - Development of an Instrument and First Results (Chris Shelton)
- The effects of first programming language on college students’ computing attitude and achievement - a comparison of graphical and textual languages (Chen Chen, Paulina Haduong, Karen Brennan, Gerhard Sonnert, Philip Sadler) (2018)
- Making sense of making - critical issues in the integration of maker education into schools (Anna-Lena Godhe, Patrik Lilja, Neil Selwyn) (2019)
- ICER 2020 - International Computing Education Research Conference, Virtual Event, New Zealand, August 10-12, 2020 (Anthony V. Robins, Adon Moskal, Amy J. Ko, Renée McCauley) (2020)
- An Analysis of Use-Modify-Create Pedagogical Approach's Success in Balancing Structure and Student Agency (Diana Franklin, Merijke Coenraad, Jennifer Palmer, Donna Eatinger, Anna Zipp, Marco Anaya, Max White, Hoang Pham, Ozan Gökdemir, David Weintrop) (2020)
- WiPSCE '20 - Workshop in Primary and Secondary Computing Education, Virtual Event, Germany, October 28-30, 2020 (Torsten Brinda, Michal Armoni) (2020)
- Longitudinal approach for introducing programming in italian primary school (Augusto Chioccariello, Rosa Bottino, Sabrina Panesi, Laura Freina) (2020)
- WiPSCE '21 - The 16th Workshop in Primary and Secondary Computing Education, Virtual Event / Erlangen, Germany, October 18-20, 2021 (Marc Berges, Andraes Mühling, Michal Armoni) (2021)
- Investigating Creative and Critical Engagement with Computing in the Hour of Code - (Practical Report) (Luis Morales-Navarro, Yasmin B. Kafai, Gayithri Jayathirtha, Mia S. Shaw) (2021)
- Teaching Coding in K-12 Schools - Research and Application (Therese Keane, Andrew Fluck) (2023)
- Teaching Coding in Kindergarten - Supporting Students’ Activity with Robot Coding Toys (Jessica F. Shumway, Jody Clarke-Midura, Victor R. Lee, Deborah Silvis, Lise E. Welch Bond, Joseph S. Kozlowski)
- Informatics in Schools. Beyond Bits and Bytes: Nurturing Informatics Intelligence in Education - 16th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2023, Lausanne, Switzerland, October 23–25, 2023 (Jean-Philippe Pellet, Gabriel Parriaux) (2023)
- Bridging the Gap: Infusing Natural Science Classes with Computer Science Concepts and Skills (Elena Yanakieva, Annette Bieniusa, Thomas Becka, Brian B. Moser, Dominik Jerger, Christoph Thyssen)
Co-zitierte Bücher
Women and Information Technology
Research on Underrepresentation
(J. McGrath Cohoon, William Aspray) (2006)Computer Environments for Children
A Reflection on Theories of Learning and Education
(Cynthia Solomon) (1986)Learner-Centered Design of Computing Education
Research on Computing for Everyone
(Mark Guzdial) (2015)What Making Video Games Can Teach Us about Learning and Literacy
(Yasmin B. Kafai, Quinn Burke) (2016)Programming and Computational Thinking in the Early Childhood Classroom
(Marina Umaschi Bers) (2017)Volltext dieses Dokuments
Standorte
Bibliographisches
Beat und dieses Buch
Beat hat dieses Buch während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt ein physisches und ein digitales Exemplar. (das er aber aus Urheberrechtsgründen nicht einfach weitergeben darf). Aufgrund der vielen Verknüpfungen im Biblionetz scheint er sich intensiver damit befasst zu haben. Beat hat dieses Buch auch schon in Vorträgen erwähnt.
Biblionetz-History
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