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Connected Code

Why Children Need to Learn Programming
Buchcover

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Mark GuzdialIn Connected Code, Yasmin Kafai and Quinn Burke update the vision of Seymour Papert’s Mindstorms for today’s world of social media, maker spaces, and the ongoing ‘digital divide.’ The authors show how the goals of Seymour Papert and John Dewey can be realized in the context of today’s technologies, while pointing out who is not yet privileged to participate in modern media. Both a history of ‘code’ in education and a call to action, Kafai and Burke’s book shows us the best of making computing work for student learning—and where we are still falling short. I recommend it to teachers and researchers alike.
Von Mark Guzdial, erfasst im Biblionetz am 23.06.2016

iconZusammenfassungen

Yasmin B. KafaiIn this book, we argue that computational thinking needs to be thought of as computational participation because the Computer programs that are being created, used, repurposed, and shared have become our social connections. This view of code as connected has implications for how programming is learned, what is being designed, and where and how it is being shared.
Von Yasmin B. Kafai, Quinn Burke im Buch Connected Code (2014) im Text The Comeback of Coding
Beat Döbeli HoneggerDie Grundaussage des Buches lautet, dass man computational thinking also das "Denken können wie InformatikerInnen" in der heutigen digital vernetzten Welt weiter denken muss als computational participation. Die beiden Autorinnen sehen bzw. fordern einen Wandel in 4 Dimensionnen:
  • 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.
Von Beat Döbeli Honegger, erfasst im Biblionetz am 11.07.2016
Connected CodeCoding, once considered an arcane craft practiced by solitary techies, is now recognized by educators and theorists as a crucial skill, even a new literacy, for all children. Programming is often promoted in K-12 schools as a way to encourage “computational thinking”—which has now become the umbrella term for understanding what computer science has to contribute to reasoning and communicating in an ever-increasingly digital world.
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.
Von Klappentext im Buch Connected Code (2014)
Yasmin B. KafaiThe book Connected Code: Why Children Need to Learn Programming (Kafai & Burke, 2014) details this shift from computational thinking to computational participation across four dimensions:
  1. 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.
  2. 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.
  3. 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.
  4. 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.
Von Quinn Burke, W. Ian O’Byrne, Yasmin B. Kafai im Text Computational Participation (2016)
Yasmin B. KafaiIn Connected Code, we discuss what children are actually interested in programming, what contexts they do it in, and how they do it. Through the lens of the introductory programming language Scratch, we examine these connections between children and Computer programming along several dimensions:
  • 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.
Our book also explores the current developments in cloud learning, which captures this potential to compute collaboratively. As an individualistic view of computing evolves into one that focuses on the sociological and cultural dimensions of learning to code, computational thinking will expand to include social participation and personal expression. Computational participation, as we see it, is the ability to solve problems with others, design Systems for and with others, and draw on Computer science concepts, practices, and perspectives to understand the cultural and social nature of human behavior.
Von Yasmin B. Kafai, Quinn Burke im Buch Connected Code (2014) im Text The Comeback of Coding auf Seite  5

iconBemerkungen zu diesem Buch

Beat Döbeli HoneggerBezüglich "Medien und Informatik" (Lehrplan 21): Relevantes Buch zur Bedeutung und Ausrichtung des Informatikunterrichts. Pflichtlektüre für Dozierende in der Aus- und Weiterbildung von "Medien und Informatik", empfohlene Hintergrundliteratur für Lehrpersonen, die "Medien und Informatik" unterrichten.
Von Beat Döbeli Honegger, erfasst im Biblionetz am 22.12.2016

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Personen
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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
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Gehört Programmieren zur Allgemeinbildung?Should programming be part of general education?

Aussagen
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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
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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, 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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Bücher
Jahr  Umschlag Titel Abrufe IBOBKBLB
local  Die Wissenschaften vom Künstlichen (Herbert Simon) 28101
Experience And Education (John Dewey) 32000
local  Scratch Programming for Teens (Jerry Lee Ford) 6, 6, 10, 9, 18, 24, 8, 3, 3, 2, 2, 1, 2552390
1982 local web  Mindstorms (Seymour Papert) 15, 15, 17, 14, 28, 33, 5, 3, 6, 8, 5, 5, 62874565681
1983 local  The Reflective Practitioner (Donald A. Schön) 9, 14, 12, 7, 7, 10, 11, 18, 11, 1, 3, 25282791
1984  local  The Second Self (Sherry Turkle) 9, 9, 9, 9, 17, 16, 1, 1, 4, 5, 5, 4, 21037526032
1987  local  Peopleware (Tom DeMarco, Timothy Lister) 9, 9, 8, 7, 15, 11, 5, 1, 2, 1, 4, 2145123852
1990 Constructionism (Idit Harel, Seymour Papert) 13, 13, 9, 11, 24, 15, 1, 1, 3, 1, 2, 21176221437
1991 Children Designers (Idit Harel) 7, 14, 6, 7, 7, 7, 12, 12, 11, 1, 3, 21952965
1991 Situated Learning (Jean Lave, Etienne Wenger) 7, 7, 8, 9, 15, 23, 2, 2, 2, 2, 2, 2160221458
1993  local  Revolution des Lernens (Seymour Papert) 18, 18, 21, 17, 24, 20, 6, 11, 10, 12, 6, 10, 48217648546
1994 local web  MOOSE Crossing (Amy Bruckman) 112600
1995  local  Leben im Netz (Sherry Turkle) 13, 13, 16, 9, 16, 19, 3, 2, 3, 4, 5, 4103190416401
1995 local web  Minds in Play (Yasmin B. Kafai) 16, 12, 10, 10, 10, 10, 13, 14, 2, 3, 4, 326323477
1995 local  Tinkering Towards Utopia (David Tyack, Larry Cuban) 12, 6, 6, 10, 9, 14, 15, 1, 2, 2, 4, 311403433
1995  local  Total Digital (Nicholas Negroponte) 15, 15, 17, 14, 24, 20, 1, 5, 7, 4, 3, 31205238257
1996 local  The Connected Family (Seymour Papert) 14, 14, 11, 9, 17, 15, 4, 1, 4, 3, 1, 6, 224282795
1996   Constructionism in Practice (Yasmin B. Kafai, Mitchel Resnick) 11, 11, 11, 15, 14, 19, 1, 2, 3, 6, 1, 4, 3465431199
1999 Communities of practice (Etienne Wenger) 19, 19, 13, 13, 17, 24, 21, 1, 2, 10, 8, 4104341122
2001 Multimedia (Randall Packer, Ken Jordan) 20, 20, 13, 12, 20, 23, 7, 4, 8, 4, 5, 61365762924
2001 Changing Minds (Andrea DiSessa) 13, 8, 9, 9, 7, 8, 14, 12, 2, 2, 5, 128511402
2001 local  Oversold and Underused (Larry Cuban) 8, 12, 12, 8, 15, 16, 20, 1, 3, 2, 8, 269721665
2002  local web  Unlocking the Clubhouse (Jane Margolis, Allan Fisher) 12, 8, 8, 12, 8, 17, 19, 1, 1, 2, 4, 347273411
2003  local  The New Media Reader (Noah Wardrip-Fruin, Nick Montfort) 17, 17, 14, 17, 14, 18, 6, 7, 3, 4, 3, 5, 521910054981
2003  local  What Video Games Have to Teach Us About Learning and Literacy (J. P. Gee) 8, 18, 11, 9, 9, 12, 6, 13, 14, 3, 7, 342133944
2005 local web  Democratizing Innovation (E. von Hippel) 14, 13, 8, 8, 10, 10, 15, 13, 2, 4, 3, 119124929
2005  local  FAB (Neil Gershenfeld) 15, 10, 8, 8, 6, 7, 10, 13, 4, 1, 2, 1641920
2006 local web  The Wealth of Networks (Yochai Benkler) 7, 7, 11, 14, 15, 11, 4, 2, 2, 2, 2, 360243886
2006  local web  Confronting the Challenges of Participatory Culture (Henry Jenkins, Katie Clinton, Ravi Purushotma, Alice J. Robison, Margaret Weigel) 14, 14, 14, 11, 19, 21, 2, 3, 5, 4, 1, 3, 3713131878
2007 local  Evocative Objects (Sherry Turkle) 10, 9, 6, 6, 9, 12, 11, 9, 1, 1, 3, 1711413
2009 The Computer Clubhouse (Yasmin B. Kafai, Kylie A. Peppler, Robbin N. Chapman) 10, 8, 8, 5, 10, 13, 11, 1, 2, 2, 3, 2762415
2009   Rethinking Education in the Age of Technology (Allan Collins, Richard Halverson) 15, 11, 11, 13, 13, 17, 23, 2, 2, 2, 6, 324423823
2010  local  Cognitive Surplus (Clay Shirky) 10, 10, 11, 12, 16, 16, 3, 2, 2, 1, 4, 120171610
2010  local web  Hanging Out, Messing Around, and Geeking Out (Mizuko Ito, Sonja Baumer, Matteo Bittanti, danah boyd, Rachel Cody, Becky Herr-Stephenson, Heather Horst, Patricia G. Lange, Dilan Mahendran, Katynka Z. Martínez, C.J. Pascoe, Dan Perkel, Laura Robinson, Christo Sims, Lisa Tripp) 9, 9, 13, 14, 20, 23, 2, 1, 1, 8, 3, 3, 327313822
2010 local  Program or Be Programmed (Douglas Rushkoff) 12, 12, 14, 11, 19, 16, 4, 6, 6, 1, 3, 234992942
2011  local  Alone together (Sherry Turkle) 14, 12, 12, 13, 13, 18, 21, 2, 5, 3, 3, 255652895
2011  local  The Digital Divide (Mark Bauerlein) 12, 12, 9, 19, 11, 21, 2, 1, 1, 4, 4, 11755612125
2012 local  Makers (Chris Anderson) 11, 8, 8, 10, 10, 19, 13, 1, 2, 4, 2, 125101468
2013  local  Invent to Learn (Sylvia Libow Martinez, Gary Stager) 16, 16, 12, 14, 24, 11, 2, 3, 7, 6, 1, 6, 52510451338
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Texte
Jahr  Umschlag Titel Abrufe IBOBKBLB
1977 local  Personal Dynamic Media (Alan Kay, Adele Goldberg) 12, 12, 11, 13, 22, 19, 1, 5, 3, 1, 5, 2341521951
1987 local web  Computer Criticism vs. Technocentric Thinking (Seymour Papert) 11, 9, 7, 7, 8, 3, 14, 8, 1, 1, 2, 1971317
1989 local web  Situated Cognition and the Culture of Learning (John Seely Brown, Allan Collins, P. Duguid) 9, 9, 11, 10, 17, 25, 3, 1, 1, 6, 1, 4, 2691121673
1990 local web  Situating Constructionism (Seymour Papert, Idit Harel) 15, 9, 9, 9, 8, 10, 15, 15, 1, 2, 2, 150111843
1990 local web  Epistemological pluralism and the revaluation of the concrete (Sherry Turkle, Seymour Papert) 12, 12, 10, 10, 21, 16, 1, 2, 1, 4, 1, 4, 128291525
1990 local web  Programming Language/Problem-Solving Research (David B. Palumbo) 11, 11, 6, 8, 14, 13, 1, 1, 1, 2, 3, 28232351
1993 local web  Behavior construction kits (Mitchel Resnick) 9600
2001 local web  Digital Natives, Digital Immigrants (Marc Prensky) 15, 15, 12, 9, 19, 28, 3, 5, 5, 7, 1, 5, 31341034411
2004 local web  Scratch (John Maloney, Leo Burd, Yasmin B. Kafai, Natalie Rusk, Brian Silverman, Mitchel Resnick) 17, 17, 12, 17, 13, 13, 9, 2, 4, 4, 3, 4, 2132021164
2005 local web  Some Reflections on Designing Construction Kits for Kids (Mitchel Resnick, Brian Silverman) 11, 11, 8, 7, 16, 14, 1, 1, 2, 4, 1, 5, 110271586
2005 local web  Lowering the barriers to programming (Caitlin Kelleher, Randy Pausch) 9, 9, 11, 12, 12, 16, 1, 1, 3, 1, 2, 145171596
2005 local web  What Is Web 2.0 (Tim O'Reilly) 12, 14, 14, 8, 9, 14, 15, 1, 2, 2, 6, 349233887
2006 local web  Computational Thinking (Jeannette M. Wing) 11, 11, 12, 13, 18, 25, 4, 4, 4, 4, 3, 4, 41562141065

iconDieses Buch  erwähnt vermutlich nicht ... Eine statistisch erstelle Liste von nicht erwähnten (oder zumindest nicht erfassten) Begriffen, die aufgrund der erwähnten Begriffe eine hohe Wahrscheinlichkeit aufweisen, erwähnt zu werden.

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  • Sind wir reif für Bildung in einer digitalisierten Welt?
    Kader-Retraite der Bildungsdirektion Kanton ZH
    Bananenreiferei Zürich, 25.11.2016

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icon11 Erwähnungen  Dies ist eine nach Erscheinungsjahr geordnete Liste aller im Biblionetz vorhandenen Werke, die das ausgewählte Thema behandeln.

iconCo-zitierte Bücher

Buchcover

Mindstorms

Kinder, Computer und neues Lernen

(Seymour Papert) (1982) local web 
Buchcover

Changing Minds

Computers, Learning and Literacy

(Andrea DiSessa) (2001)
Buchcover

Weaving the Web

(Tim Berners-Lee, Mark Fischetti) (1999) local 
Buchcover

MOOSE Crossing

Creating a Learning Culture.

(Amy Bruckman) (1994) local web 
Buchcover

Minds in Play

Computer Game Design As A Context for Children's Learning

(Yasmin B. Kafai) (1995) local web 
Buchcover

Program or Be Programmed

Ten Commands for a Digital Age

(Douglas Rushkoff) (2010) local 
Buchcover

Connected Gaming

What Making Video Games Can Teach Us about Learning and Literacy

(Yasmin B. Kafai, Quinn Burke) (2016) local 
Buchcover

Women and Information Technology

Research on Underrepresentation

(J. McGrath Cohoon, William Aspray) (2006) local 
Buchcover

The Computer Boys Take Over

Computers, Programmers, and the Politics of Technical Expertise

(Nathan L. Ensmenger) local 
Buchcover

Computer Environments for Children

A Reflection on Theories of Learning and Education

(Cynthia Solomon) (1986)  local 
Buchcover

Learner-Centered Design of Computing Education

Research on Computing for Everyone

(Mark Guzdial) (2015) local web 

iconVolltext dieses Dokuments

Connected Code: Gesamtes Buch als Volltext (lokal: 3052 kByte)
Connected Learning: Artikel als Volltext (lokal: PDF, 95 kByte)
From Code to Applications: Artikel als Volltext (lokal: PDF, 172 kByte)
From Tools to Communities: Artikel als Volltext (lokal: PDF, 192 kByte)
The Comeback of Coding: Artikel als Volltext (lokal: PDF, 245 kByte)

iconStandorte  Eine Liste von Orten, wo das Objekt physisch vorhanden ist.

Beat ( 20.06.2016)

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Titel   Format Bez. Aufl. Jahr ISBN          
Connected Code E - - 0 0262027755 Swissbib Worldcat Bestellen bei Amazon.de Buy it now!

iconBeat 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 sowie in Blogpostings erwähnt.

iconBiblionetz-History Dies ist eine graphische Darstellung, wann wie viele Verweise von und zu diesem Objekt ins Biblionetz eingetragen wurden und wie oft die Seite abgerufen wurde.