Connected CodeWhy Children Need to Learn Programming
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Zusammenfassungen
![Yasmin B. Kafai Yasmin B. Kafai](j/p05402.gif)
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- 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.
![Connected Code Connected Code](j/b05889.jpg)
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.
![Yasmin B. Kafai Yasmin B. Kafai](j/p05402.gif)
- 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.
![Yasmin B. Kafai Yasmin B. Kafai](j/p05402.gif)
- 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
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Kapitel ![Unter den anklickbaren Kapiteln finden Sie Informationen über einzelne Teile des gewählten Werks. Unter den anklickbaren Kapiteln finden Sie Informationen über einzelne Teile des gewählten Werks.](i/h.gif)
- 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
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