Connected Code: Why Children Need to Learn Programming

by Yasmin B. Kafai

Coding, 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.

Genres: Education, Technology, Programming, Parenting

200 pages, Kindle Edition

First published January 1, 2014

About the author

Yasmin B. Kafai, Ph.D., is a Professor of Learning Sciences at the University of Pennsylvania Graduate School of Education, past president of the International Society of the Learning Sciences (ISLS), and an executive editor of the Journal of the Learning Sciences.

Reviews

[Sisuhukka · Rating 3 out of 5]

It's interesting but doesn't directly handle the question on the title.

[Vi · Rating 3 out of 5]

addresses collaboration and socialization. not commonly talked about in STEAM.

[BCS · Rating 4 out of 5]

In Connected Code the authors discuss not only why we should be teaching children to program, but also how it should be taught and how teaching methods need to adapt to the 21st century. Previous attempts to stimulate interest among children are described, along with reasons why they have and will continue to have only limited success.

There are a number of key themes throughout the book and these are explained comprehensively by the authors, illustrated and reinforced by numerous studies.

For example, the authors describe how computer programs should be written with a purpose in mind rather than just for the sake of writing code; this can be writing simple games, or developing a tool to teach numeracy skills for younger children. By doing so children can understand the value and purpose of programming, as well as giving them the immediate gratification associated with producing something useful and fun.

Additionally, computer programming should be a collaborative activity, with children openly sharing and demonstrating what they have produced, not only within the confines of their own classroom but with others online.

Another example is how computer programming should be an integral part of the curriculum and not something confined to after-school clubs or the privileged few.

The authors illustrate the programming languages designed for younger children, Logo and Scratch, and show how such languages provide the basic concepts of programs, such as structure and loops. They also reinforce the key themes in the book, such as how Scratch projects can be shared and ‘remixed’ with other Scratch developers online.

The list of references and cross-referenced studies and material is impressive. If you are, or want to be, involved in educating children, then this book is an essential read.

Reviewed by Mehmet Hurer B.Sc (Hons) MBCS CITP CEng

[David Wicks · Rating 5 out of 5]

Good read

Great read for those interested in current insights into the topics of computational thinking and computational participation in schools. I found it helpful that classroom uses of specific coding tools such as Scratch were described.