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"disqusTitle": "Why Programming Teaches So Much More Than Technical Skills",
"title": "Why Programming Teaches So Much More Than Technical Skills",
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"content": "\u003cfigure id=\"attachment_28954\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-28954\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/Kids-computers1.jpg\" alt=\"Kids-computers1\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/Kids-computers1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/Kids-computers1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/Kids-computers1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If your local school system offers computer science courses, chances are those courses are electives that won't count toward core science or mathematics credit. The implicit message is that, while those skills may prove important for some students' futures, they aren't as transferable to a wide range of occupations as, say, Algebra 2 or Biology.\u003c/p>\n\u003cp>But students like Sam Blazes and Wilfried Hounyo, two winners in the 2012 \u003ca href=\"http://stemchallenge.org/\">National STEM Video Game Challenge\u003c/a>, say they see their passion for \u003ca href=\"http://en.wikipedia.org/wiki/Computer_programming\">computer programming\u003c/a> is potentially leading them into a wide range of future professions.\u003c/p>\n\u003cp>“There's no specific place you can plan on going because there are so many different things you can do with programming,\" Blazes told an audience during a panel discussion at \u003cem>The Atlantic\u003c/em> magazine's \u003ca href=\"http://events.theatlantic.com/technologies-education/2013/\">Technologies in Education Forum\u003c/a> earlier this month. “You can do pretty much anything with it that you can program.”\u003c/p>\n\u003cp>That's because computer programming is a study of \u003ca href=\"http://en.wikipedia.org/wiki/List_of_programming_languages\">languages\u003c/a> more than of technology or mechanics. And command of those languages allows programmers to control the functionality of anything that is driven by a computer.\u003c/p>\n\u003cp>For example, Blazes and Hounyo, both now high school students in the Washington, D.C. area, each won acclaim for helping to design educational video games. But they both said they initially \u003c!--more-->embraced programming through school robotics clubs, where students not only build robots, but work to write code that can control robots' movements and reactions. And as Blazes pointed out, the same skills could also be used for a wide range of career purposes, such as constructing meteorological simulations, making financial predictions, or creating personalized online learning curricula.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Yet in most secondary educational settings, programming is treated as a primarily technological pursuit with a far narrower potential application. One reason may be a simple lack of community exposure, said U.S. Sen. Amy Klobuchar (D-Minn.) in a separate conversation at the May 15 event.\u003c/p>\n\u003cp>“It's really easy in a town like Rochester, Minn., where you can see you can get a two-year degree (in computer science) and you can get a job at IBM or (the) Mayo” Clinic nearby,\" said Klobuchar, referencing one industrial town in her state where there is widespread need for employees with programming ability. “They see a connection. That doesn't happen all the time with inner city kids or kids in small towns.”\u003c/p>\n\u003cp>Blazes and Hounyo say they have experienced a range of academic and extra-curricular benefits as a result of their pursuit of programming:\u003c/p>\n\u003cp>\u003cstrong>1. SUBJECT MASTERY\u003c/strong>\u003c/p>\n\u003cp>A primary use of programming is to lead a user through the acquisition of knowledge, whether it's through a traditional lesson or an educational game like those created by Blazes and Hounyo. To lead a user through a range of possible options requires a coder to understand all those options and their implications. Blazes, for example, had to master the basic principals of genetics before creating his game, while Hounyo's team had to learn about the principals of electricity.\u003c/p>\n\u003cp>\u003cstrong>2. SYSTEMS THINKING\u003c/strong>\u003c/p>\n\u003cp>Whether writing code to lead a player through a game or a robot up a pyramid, the programming process requires an understanding of how possible inputs and outcomes effect one another. Further, as students move from their first programming language to others, they also learn what organizational elements are universal and what elements may be specific to a particular coding language.\u003c/p>\n\u003cp>“They're all sort of the same grammatical structures, and there are sort of different dialects, key words, or quirks to them that you sort of have to learn,” Blazes said of the coding languages he's learned.\u003c/p>\n\u003cp>\u003cstrong>3. COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>Most programming projects are multiple-person efforts because the pursuit lends itself well to specialization. For example, if a group of students are creating an educational game, one may have a firmer grasp of the subject matter, while another may be the head coder, and the third may be the visual artist. Some students are actually drawn into programming because of collaborative environments.\u003c/p>\n\u003cp>“I joined my school robotics team, and we did an awesome first season, and I got hooked to robotics ever since,” Hounyo said. “There are students and mentors working together, and they program the robot to do different tasks, from basic to higher levels.”\u003c/p>\n\u003cp>\u003cstrong>4. PASSION\u003c/strong>\u003c/p>\n\u003cp>Both Blazes and Hounyo pursued programming out of their own interest, and suggested not all of their school classmates would be engaged by a formal computer programming education. But they also said the constructive nature of programming allows students who are passionate about it to harness that interest and take it as far as they might dare.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Programming is fun to me,” Blazes said. “It's something that I can sort of do and have fun and work on, and I can feel a sort of sense of accomplishment when I start working on stuff and even finish something.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28954\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-28954\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/Kids-computers1.jpg\" alt=\"Kids-computers1\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/Kids-computers1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/Kids-computers1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/Kids-computers1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If your local school system offers computer science courses, chances are those courses are electives that won't count toward core science or mathematics credit. The implicit message is that, while those skills may prove important for some students' futures, they aren't as transferable to a wide range of occupations as, say, Algebra 2 or Biology.\u003c/p>\n\u003cp>But students like Sam Blazes and Wilfried Hounyo, two winners in the 2012 \u003ca href=\"http://stemchallenge.org/\">National STEM Video Game Challenge\u003c/a>, say they see their passion for \u003ca href=\"http://en.wikipedia.org/wiki/Computer_programming\">computer programming\u003c/a> is potentially leading them into a wide range of future professions.\u003c/p>\n\u003cp>“There's no specific place you can plan on going because there are so many different things you can do with programming,\" Blazes told an audience during a panel discussion at \u003cem>The Atlantic\u003c/em> magazine's \u003ca href=\"http://events.theatlantic.com/technologies-education/2013/\">Technologies in Education Forum\u003c/a> earlier this month. “You can do pretty much anything with it that you can program.”\u003c/p>\n\u003cp>That's because computer programming is a study of \u003ca href=\"http://en.wikipedia.org/wiki/List_of_programming_languages\">languages\u003c/a> more than of technology or mechanics. And command of those languages allows programmers to control the functionality of anything that is driven by a computer.\u003c/p>\n\u003cp>For example, Blazes and Hounyo, both now high school students in the Washington, D.C. area, each won acclaim for helping to design educational video games. But they both said they initially \u003c!--more-->embraced programming through school robotics clubs, where students not only build robots, but work to write code that can control robots' movements and reactions. And as Blazes pointed out, the same skills could also be used for a wide range of career purposes, such as constructing meteorological simulations, making financial predictions, or creating personalized online learning curricula.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Yet in most secondary educational settings, programming is treated as a primarily technological pursuit with a far narrower potential application. One reason may be a simple lack of community exposure, said U.S. Sen. Amy Klobuchar (D-Minn.) in a separate conversation at the May 15 event.\u003c/p>\n\u003cp>“It's really easy in a town like Rochester, Minn., where you can see you can get a two-year degree (in computer science) and you can get a job at IBM or (the) Mayo” Clinic nearby,\" said Klobuchar, referencing one industrial town in her state where there is widespread need for employees with programming ability. “They see a connection. That doesn't happen all the time with inner city kids or kids in small towns.”\u003c/p>\n\u003cp>Blazes and Hounyo say they have experienced a range of academic and extra-curricular benefits as a result of their pursuit of programming:\u003c/p>\n\u003cp>\u003cstrong>1. SUBJECT MASTERY\u003c/strong>\u003c/p>\n\u003cp>A primary use of programming is to lead a user through the acquisition of knowledge, whether it's through a traditional lesson or an educational game like those created by Blazes and Hounyo. To lead a user through a range of possible options requires a coder to understand all those options and their implications. Blazes, for example, had to master the basic principals of genetics before creating his game, while Hounyo's team had to learn about the principals of electricity.\u003c/p>\n\u003cp>\u003cstrong>2. SYSTEMS THINKING\u003c/strong>\u003c/p>\n\u003cp>Whether writing code to lead a player through a game or a robot up a pyramid, the programming process requires an understanding of how possible inputs and outcomes effect one another. Further, as students move from their first programming language to others, they also learn what organizational elements are universal and what elements may be specific to a particular coding language.\u003c/p>\n\u003cp>“They're all sort of the same grammatical structures, and there are sort of different dialects, key words, or quirks to them that you sort of have to learn,” Blazes said of the coding languages he's learned.\u003c/p>\n\u003cp>\u003cstrong>3. COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>Most programming projects are multiple-person efforts because the pursuit lends itself well to specialization. For example, if a group of students are creating an educational game, one may have a firmer grasp of the subject matter, while another may be the head coder, and the third may be the visual artist. Some students are actually drawn into programming because of collaborative environments.\u003c/p>\n\u003cp>“I joined my school robotics team, and we did an awesome first season, and I got hooked to robotics ever since,” Hounyo said. “There are students and mentors working together, and they program the robot to do different tasks, from basic to higher levels.”\u003c/p>\n\u003cp>\u003cstrong>4. PASSION\u003c/strong>\u003c/p>\n\u003cp>Both Blazes and Hounyo pursued programming out of their own interest, and suggested not all of their school classmates would be engaged by a formal computer programming education. But they also said the constructive nature of programming allows students who are passionate about it to harness that interest and take it as far as they might dare.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Programming is fun to me,” Blazes said. “It's something that I can sort of do and have fun and work on, and I can feel a sort of sense of accomplishment when I start working on stuff and even finish something.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_24019\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_6608.jpg\">\u003cimg class=\"size-medium wp-image-24019\" title=\"IMG_6608\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_6608-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By\u003ca href=\"http://www.computersforcreativity.com\"> Sheena Vaidyanathan\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Deep into the digital age, the need for everyone to understand and learn programming is becoming more and more apparent.\u003ca href=\"http://www.codecademy.com/\"> Codecademy\u003c/a>, \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a> and other education start-ups are stepping in to fill the much-needed gap to teach adults to code. For kids, non-profits like \u003ca href=\"http://codenow.org/\">CodeNow\u003c/a> are raising funds to run summer programming camps for minority high school students, while other organizations like \u003ca href=\"http://www.girlswhocode.com\">Girls Who Code\u003c/a> are working on getting middle and high school girls interested in computer science.\u003c/p>\n\u003cp>While these are all worthwhile endeavors, each is working to fix what's broken – teaching an essential skill that's not taught in most schools. Learning to program has been relegated to summer camps and through programs that exist because of fundraising. But there's a case to be made about using school time, school computers, and school funding to teach programming to every student. And to start early: Programming is just writing in the language of computers, so why not teach kids to code like we teach them to write?\u003c/p>\n\u003cdiv>It's already being done, and not surprisingly, in Silicon Valley. Last school year, two very different public schools introduced programming to elementary age students. In the high-performing affluent Los Altos School District, all sixth graders (approximately 500 students) learned to code in a required weekly class. Student feedback showed that girls were just as interested in \u003c!--more-->\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/20498/\">What's Inside Your Computer? These Sixth-Graders Will Tell you\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/a-case-for-lifelong-kindergarten/\">A Case for Lifelong Kindergarten \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cdiv>programming as boys. Turns out that special girls-only programs are unnecessary at this stage because the stereotypes may not have yet set in. (\u003ca href=\"http://tinyurl.com/cstem2012mathgames\">Check out the games \u003c/a>built by students.)\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>In Sí Se Puede, a Rocketship charter school in a low-income community in San Jose, a free weekly after school club in the school computer lab gave fourth-graders an opportunity to learn programming. Within the student population, 92 percent qualify for free/reduced lunch program and many of the programming club members had limited access to a computer at home. But given the opportunity, they created \u003ca href=\"http://tinyurl.com/rssp2012\">these excellent games\u003c/a>.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>Though the income level, cultural backgrounds, and computer resources available to the students from these two school communities may be very different, the enthusiasm of students to learn and the ability to quickly grasp programming concepts was exactly the same high level.The student work speaks for itself. Girls or boys, minority or not, low-income or affluent – it does not matter. Everyone can learn to program just like everyone can learn to swim when they are young and unafraid.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003ch5>\u003cem>\u003ca href=\"http://www.computersforcreativity.com\">Sheena Vaidyanathan\u003c/a> teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_24019\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_6608.jpg\">\u003cimg class=\"size-medium wp-image-24019\" title=\"IMG_6608\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_6608-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By\u003ca href=\"http://www.computersforcreativity.com\"> Sheena Vaidyanathan\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Deep into the digital age, the need for everyone to understand and learn programming is becoming more and more apparent.\u003ca href=\"http://www.codecademy.com/\"> Codecademy\u003c/a>, \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a> and other education start-ups are stepping in to fill the much-needed gap to teach adults to code. For kids, non-profits like \u003ca href=\"http://codenow.org/\">CodeNow\u003c/a> are raising funds to run summer programming camps for minority high school students, while other organizations like \u003ca href=\"http://www.girlswhocode.com\">Girls Who Code\u003c/a> are working on getting middle and high school girls interested in computer science.\u003c/p>\n\u003cp>While these are all worthwhile endeavors, each is working to fix what's broken – teaching an essential skill that's not taught in most schools. Learning to program has been relegated to summer camps and through programs that exist because of fundraising. But there's a case to be made about using school time, school computers, and school funding to teach programming to every student. And to start early: Programming is just writing in the language of computers, so why not teach kids to code like we teach them to write?\u003c/p>\n\u003cdiv>It's already being done, and not surprisingly, in Silicon Valley. Last school year, two very different public schools introduced programming to elementary age students. In the high-performing affluent Los Altos School District, all sixth graders (approximately 500 students) learned to code in a required weekly class. Student feedback showed that girls were just as interested in \u003c!--more-->\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/20498/\">What's Inside Your Computer? These Sixth-Graders Will Tell you\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/a-case-for-lifelong-kindergarten/\">A Case for Lifelong Kindergarten \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cdiv>programming as boys. Turns out that special girls-only programs are unnecessary at this stage because the stereotypes may not have yet set in. (\u003ca href=\"http://tinyurl.com/cstem2012mathgames\">Check out the games \u003c/a>built by students.)\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>In Sí Se Puede, a Rocketship charter school in a low-income community in San Jose, a free weekly after school club in the school computer lab gave fourth-graders an opportunity to learn programming. Within the student population, 92 percent qualify for free/reduced lunch program and many of the programming club members had limited access to a computer at home. But given the opportunity, they created \u003ca href=\"http://tinyurl.com/rssp2012\">these excellent games\u003c/a>.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>Though the income level, cultural backgrounds, and computer resources available to the students from these two school communities may be very different, the enthusiasm of students to learn and the ability to quickly grasp programming concepts was exactly the same high level.The student work speaks for itself. Girls or boys, minority or not, low-income or affluent – it does not matter. Everyone can learn to program just like everyone can learn to swim when they are young and unafraid.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003ch5>\u003cem>\u003ca href=\"http://www.computersforcreativity.com\">Sheena Vaidyanathan\u003c/a> teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/5374237949_78f456d0dc/\" rel=\"attachment wp-att-19242\">\u003cimg class=\"size-medium wp-image-19242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5374237949_78f456d0dc-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>Flickr: AngryJulieMonday\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://spotlight.macfound.org/all/by-author/a2445/\">Heather Chaplin\u003c/a>\u003c/h5>\n\u003cp>Since MIT’s \u003ca title=\"Lifelong Kindergarten group\" href=\"http://llk.media.mit.edu/\">Lifelong Kindergarten group\u003c/a> released \u003ca title=\"Scratch\" href=\"http://scratch.mit.edu/\">Scratch\u003c/a> in 2007, kids ages 8 to 13 have built more than 2.2 million animations, games, music, videos and stories using the kid-friendly programming language.\u003c/p>\n\u003cp>Scratch allows kids to snap together graphical blocks of instructions, like Lego bricks, to control sprites—the movable objects that perform actions. Sprites can dance, sing, run and talk.\u003c/p>\n\u003cp>Now, with a grant from the National Science Foundation, Lifelong Kindergarten is collaborating with Tufts University’s \u003ca title=\"DevTech Research Group\" href=\"http://ase.tufts.edu/devtech/\">DevTech Research Group\u003c/a> to make Scratch Jr, a new version aimed at kids in preschool to second grade. The expected launch date is summer 2012.\u003c/p>\n\u003cp>The new project raises questions about childhood development and digital learning, and just how early kids should be introduced to computers.\u003c/p>\n\u003cp>\u003ca title=\"Mitch Resnick\" href=\"http://web.media.mit.edu/%7Emres/\">Mitch Resnick\u003c/a>, director of the Lifelong Kindergarten group, spearheaded the creation of Scratch. Having worked with a network of afterschool programs using digital media, Resnick was struck by the lack of software that enabled kids to go beyond playing with other people’s media. There was nothing that encouraged them to make their own interactive stories and games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Computers for most people are black boxes. I believe kids should understand objects are ‘smart’ not because they’re just smart, but because someone programmed them to be smart.\"\u003c/aside>\n\u003cp>“What’s most important to me is that young children start to develop a relationship with the computer where they feel they’re in control,” Resnick said. “We don’t want kids to see the computer as something where they just browse and click. We want them to see digital technologies as something they can use to express themselves.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There’s been a lot of buzz in the last few years about what it means to be literate in the 21st century. To Resnick, teaching kids to program was like teaching children of another generation how to write.\u003c/p>\n\u003cp>“At one point, there was a growing realization that people needed to learn how to write as well as read,” Resnick said. “They needed to be able to express themselves as well as understand how other people expressed themselves. Now it’s the same with new media. It’s not enough to be able to interact with new technologies; you have to be able to create with new technologies.”\u003c!--more-->\u003c/p>\n\u003cp>The problem, though, is that programming languages like Java and C++ are difficult to learn. Resnick and his team imagined a language that would be more “tinkerable,“ as he calls it—more accessible. They also wanted the language to encourage kids to create work that was “personally meaningful,” as opposed to simply manipulating numbers. Lastly, they wanted the program to have a social component so kids could share their work and learn from one another.\u003c/p>\n\u003cp>While Resnick was building Scratch, \u003ca title=\"Marina Bers\" href=\"http://www.tufts.edu/%7Embers01/\">Marina Bers\u003c/a>, a graduate student at MIT’s Media Lab, was focusing on younger children, building, among other things, \u003ca title=\"a programming language for robotics aimed at preschool-aged children\" href=\"http://ase.tufts.edu/DevTech/tangiblek/research/cherp.asp\">a programming language for robotics aimed at preschool-aged children\u003c/a>. Bers would leave MIT for a position at Tufts University, but she and Resnick stayed in touch. In 2010, they decided to partner to develop the Scratch version for a younger audience. Scratch Jr officially kicked off this last summer.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/screen-shot-2012-02-22-at-4-53-32-pm/\" rel=\"attachment wp-att-19243\">\u003cimg class=\"alignleft size-medium wp-image-19243\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-22-at-4.53.32-PM-300x229.png\" alt=\"\" width=\"300\" height=\"229\">\u003c/a>According to Bers, the challenge is creating an interface that very young children can understand. Some of the problems are straightforward, like the fact that Scratch relies on text, and the youngest children cannot yet read.\u003c/p>\n\u003cp>“I’ve noticed materials online for games aimed at kids pre-K to third grade where there’s this assumption that children are fluent with reading when they’re not,” said \u003ca title=\"Lisa Guernsey\" href=\"http://newamerica.net/user/54\">Lisa Guernsey\u003c/a>, director of the \u003ca title=\"Early Education Initiative\" href=\"http://earlyed.newamerica.net/\">Early Education Initiative\u003c/a> at the New America Foundation. “This then becomes an exercise in frustration.”\u003c/p>\n\u003cp>Bers hopes to solve this problem by replacing the text of Scratch with voice-over instructions.\u003c/p>\n\u003cp>In focus groups with teachers and children, the Scratch Jr research team has also noticed that younger children struggle with the number of blocks needed to create a program. “The relationship between cause and effect needs to be clearer for this age group,” Bers said. The idea is to reorganize the program so kids can focus on only one thing at a time.\u003c/p>\n\u003cp>Younger children also have trouble distinguishing between the colors in Scratch, (Scratch Jr will be redone in bright, primary colors), and they struggle with how Scratch moves from top to bottom (Scratch Jr will move from side to side.)\u003c/p>\n\u003caside class=\"pullquote alignright\">“It can be the most wonderful content in the world. But if it’s just slid into their lives without a social partner, then a lot of learning will be lost.”\u003c/aside>\n\u003cp>The group has also been studying tutorials in videogames, which teach kids how to play without realizing they’re being taught. “We want to add something like that to Scratch Jr,” Bers said.\u003c/p>\n\u003cp>For children ages 3 to 8, social interaction is perhaps the most important part of the learning process. That interaction can be with a teacher, a parent, an older sibling or a neighbor, said Guernsey of The New America Foundation, but young children must be able to study the facial expressions and other reactions of this “social partner.”\u003c/p>\n\u003cp>“The child needs to feel that what they’re learning is important to this other person,” Guernsey said. “Then it will go into the part of the child’s brain stamped ‘important.’”\u003c/p>\n\u003cp>When learning moves online, this becomes an issue.\u003c/p>\n\u003cp>“It can be the most wonderful content in the world,” Guernsey said. “But if it’s just slid into their lives without a social partner, then a lot of learning will be lost.”\u003c/p>\n\u003cp>The challenge isn’t lost on Bers. “We want to promote social interaction,” she said. “The question is, how do we imbed teacher interaction into Scratch Jr?”\u003c/p>\n\u003cp>Bers thinks of a playground. A good playground will have swing sets and slides for the kids, as well as benches and tables and chairs for the parents. The designers of Scratch Jr are figuring out how to embed the digital equivalent of those tables and chairs.\u003c/p>\n\u003cp>There are many who blanch at the idea of putting such young children in front of a computer screen. Concern over “screen time” is nothing knew—it began with television. But, according to \u003ca title=\"Ellen Wartella\" href=\"http://www.communication.northwestern.edu/faculty/?PID=EllenWartella\">Ellen Wartella\u003c/a>, a professor in the Department of Communication Studies at Northwestern University, these issues are far more nuanced than most people allow. First of all, she said, there simply isn’t good long-term research to show that being in front of a screen affects children negatively now, or in the future.\u003c/p>\n\u003cp>“There is no evidence of harm, although there are a lot of complaints,” she said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/a-case-for-lifelong-kindergarten/\">A CASE FOR LIFELONG KINDERGARTEN\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 TOOLS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/why-should-fifth-graders-learn-to-program/\">WHY SHOULD 5TH GRADERS LEARN TO PROGRAM?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Wartella isn’t saying screen time is good for children at a young age. Rather, she’s saying there isn’t good evidence yet to say it’s bad. There are no high-quality long-term studies that show that too much screen time as a 3-year-old will have direct consequences when he or she is 4 or 14. And in past research on TV screen time, it’s hard to untangle the effects of other influences, like parents and income.\u003c/p>\n\u003cp>One mistake people make, Wartella said, is focusing on the fact of the screen itself rather than the content of what the screen is showing. “Is it bad for kids to Skype with Grandma? I don’t think anyone would say that.”\u003c/p>\n\u003cp>Both Wartell and Guernsey refer to “the three Cs,” when considering these issues: content, context and the child. The question isn’t whether it is inherently good or bad when a preschooler is given a videogame. Rather, the questions should be contextual: Is the child playing with a social partner or on her own? What is the educational value of the game? And what are the needs of the particular child?\u003c/p>\n\u003cp>“When people worry about screen time, it’s the substitution effect they’re really worried about,” Guernsey said. “What happens when a kid is so enraptured by screen activity that they won’t go outside to play in other ways? But screen time being harmful by itself, there’s no evidence of that.”\u003c/p>\n\u003cp>For Bers and Resnick, it comes back to preparing children to be literate—in all the ways literacy is perceived today. For real empowerment in a world flooded with digital media, people need to understand not only how to interact with it, but how to make media themselves. Teaching children as young as 5 how to program not only teaches important executive functioning skills, which is crucial for that age group, but also helps demystify the computer, Bers said.\u003c/p>\n\u003cp>“Computers for most people are black boxes,” she said. “I believe kids should understand objects are ‘smart’ not because they’re just smart, but because someone programmed them to be smart.\u003c/p>\n\u003cp>“Also,” she said, echoing Resnick, “it’s about expression. In our times, we need kids to be able to express ideas in different ways, and learning to work in Scratch, in a computational medium, will give them another way of expressing themselves.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The post originally appeared on \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/programming-with-scratch-jr-when-it-comes-to-screen-time-and-young-kids/\">Spotlight for Digital Media & Learning\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/5374237949_78f456d0dc/\" rel=\"attachment wp-att-19242\">\u003cimg class=\"size-medium wp-image-19242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5374237949_78f456d0dc-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>Flickr: AngryJulieMonday\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://spotlight.macfound.org/all/by-author/a2445/\">Heather Chaplin\u003c/a>\u003c/h5>\n\u003cp>Since MIT’s \u003ca title=\"Lifelong Kindergarten group\" href=\"http://llk.media.mit.edu/\">Lifelong Kindergarten group\u003c/a> released \u003ca title=\"Scratch\" href=\"http://scratch.mit.edu/\">Scratch\u003c/a> in 2007, kids ages 8 to 13 have built more than 2.2 million animations, games, music, videos and stories using the kid-friendly programming language.\u003c/p>\n\u003cp>Scratch allows kids to snap together graphical blocks of instructions, like Lego bricks, to control sprites—the movable objects that perform actions. Sprites can dance, sing, run and talk.\u003c/p>\n\u003cp>Now, with a grant from the National Science Foundation, Lifelong Kindergarten is collaborating with Tufts University’s \u003ca title=\"DevTech Research Group\" href=\"http://ase.tufts.edu/devtech/\">DevTech Research Group\u003c/a> to make Scratch Jr, a new version aimed at kids in preschool to second grade. The expected launch date is summer 2012.\u003c/p>\n\u003cp>The new project raises questions about childhood development and digital learning, and just how early kids should be introduced to computers.\u003c/p>\n\u003cp>\u003ca title=\"Mitch Resnick\" href=\"http://web.media.mit.edu/%7Emres/\">Mitch Resnick\u003c/a>, director of the Lifelong Kindergarten group, spearheaded the creation of Scratch. Having worked with a network of afterschool programs using digital media, Resnick was struck by the lack of software that enabled kids to go beyond playing with other people’s media. There was nothing that encouraged them to make their own interactive stories and games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Computers for most people are black boxes. I believe kids should understand objects are ‘smart’ not because they’re just smart, but because someone programmed them to be smart.\"\u003c/aside>\n\u003cp>“What’s most important to me is that young children start to develop a relationship with the computer where they feel they’re in control,” Resnick said. “We don’t want kids to see the computer as something where they just browse and click. We want them to see digital technologies as something they can use to express themselves.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There’s been a lot of buzz in the last few years about what it means to be literate in the 21st century. To Resnick, teaching kids to program was like teaching children of another generation how to write.\u003c/p>\n\u003cp>“At one point, there was a growing realization that people needed to learn how to write as well as read,” Resnick said. “They needed to be able to express themselves as well as understand how other people expressed themselves. Now it’s the same with new media. It’s not enough to be able to interact with new technologies; you have to be able to create with new technologies.”\u003c!--more-->\u003c/p>\n\u003cp>The problem, though, is that programming languages like Java and C++ are difficult to learn. Resnick and his team imagined a language that would be more “tinkerable,“ as he calls it—more accessible. They also wanted the language to encourage kids to create work that was “personally meaningful,” as opposed to simply manipulating numbers. Lastly, they wanted the program to have a social component so kids could share their work and learn from one another.\u003c/p>\n\u003cp>While Resnick was building Scratch, \u003ca title=\"Marina Bers\" href=\"http://www.tufts.edu/%7Embers01/\">Marina Bers\u003c/a>, a graduate student at MIT’s Media Lab, was focusing on younger children, building, among other things, \u003ca title=\"a programming language for robotics aimed at preschool-aged children\" href=\"http://ase.tufts.edu/DevTech/tangiblek/research/cherp.asp\">a programming language for robotics aimed at preschool-aged children\u003c/a>. Bers would leave MIT for a position at Tufts University, but she and Resnick stayed in touch. In 2010, they decided to partner to develop the Scratch version for a younger audience. Scratch Jr officially kicked off this last summer.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/screen-shot-2012-02-22-at-4-53-32-pm/\" rel=\"attachment wp-att-19243\">\u003cimg class=\"alignleft size-medium wp-image-19243\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-22-at-4.53.32-PM-300x229.png\" alt=\"\" width=\"300\" height=\"229\">\u003c/a>According to Bers, the challenge is creating an interface that very young children can understand. Some of the problems are straightforward, like the fact that Scratch relies on text, and the youngest children cannot yet read.\u003c/p>\n\u003cp>“I’ve noticed materials online for games aimed at kids pre-K to third grade where there’s this assumption that children are fluent with reading when they’re not,” said \u003ca title=\"Lisa Guernsey\" href=\"http://newamerica.net/user/54\">Lisa Guernsey\u003c/a>, director of the \u003ca title=\"Early Education Initiative\" href=\"http://earlyed.newamerica.net/\">Early Education Initiative\u003c/a> at the New America Foundation. “This then becomes an exercise in frustration.”\u003c/p>\n\u003cp>Bers hopes to solve this problem by replacing the text of Scratch with voice-over instructions.\u003c/p>\n\u003cp>In focus groups with teachers and children, the Scratch Jr research team has also noticed that younger children struggle with the number of blocks needed to create a program. “The relationship between cause and effect needs to be clearer for this age group,” Bers said. The idea is to reorganize the program so kids can focus on only one thing at a time.\u003c/p>\n\u003cp>Younger children also have trouble distinguishing between the colors in Scratch, (Scratch Jr will be redone in bright, primary colors), and they struggle with how Scratch moves from top to bottom (Scratch Jr will move from side to side.)\u003c/p>\n\u003caside class=\"pullquote alignright\">“It can be the most wonderful content in the world. But if it’s just slid into their lives without a social partner, then a lot of learning will be lost.”\u003c/aside>\n\u003cp>The group has also been studying tutorials in videogames, which teach kids how to play without realizing they’re being taught. “We want to add something like that to Scratch Jr,” Bers said.\u003c/p>\n\u003cp>For children ages 3 to 8, social interaction is perhaps the most important part of the learning process. That interaction can be with a teacher, a parent, an older sibling or a neighbor, said Guernsey of The New America Foundation, but young children must be able to study the facial expressions and other reactions of this “social partner.”\u003c/p>\n\u003cp>“The child needs to feel that what they’re learning is important to this other person,” Guernsey said. “Then it will go into the part of the child’s brain stamped ‘important.’”\u003c/p>\n\u003cp>When learning moves online, this becomes an issue.\u003c/p>\n\u003cp>“It can be the most wonderful content in the world,” Guernsey said. “But if it’s just slid into their lives without a social partner, then a lot of learning will be lost.”\u003c/p>\n\u003cp>The challenge isn’t lost on Bers. “We want to promote social interaction,” she said. “The question is, how do we imbed teacher interaction into Scratch Jr?”\u003c/p>\n\u003cp>Bers thinks of a playground. A good playground will have swing sets and slides for the kids, as well as benches and tables and chairs for the parents. The designers of Scratch Jr are figuring out how to embed the digital equivalent of those tables and chairs.\u003c/p>\n\u003cp>There are many who blanch at the idea of putting such young children in front of a computer screen. Concern over “screen time” is nothing knew—it began with television. But, according to \u003ca title=\"Ellen Wartella\" href=\"http://www.communication.northwestern.edu/faculty/?PID=EllenWartella\">Ellen Wartella\u003c/a>, a professor in the Department of Communication Studies at Northwestern University, these issues are far more nuanced than most people allow. First of all, she said, there simply isn’t good long-term research to show that being in front of a screen affects children negatively now, or in the future.\u003c/p>\n\u003cp>“There is no evidence of harm, although there are a lot of complaints,” she said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/a-case-for-lifelong-kindergarten/\">A CASE FOR LIFELONG KINDERGARTEN\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 TOOLS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/why-should-fifth-graders-learn-to-program/\">WHY SHOULD 5TH GRADERS LEARN TO PROGRAM?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Wartella isn’t saying screen time is good for children at a young age. Rather, she’s saying there isn’t good evidence yet to say it’s bad. There are no high-quality long-term studies that show that too much screen time as a 3-year-old will have direct consequences when he or she is 4 or 14. And in past research on TV screen time, it’s hard to untangle the effects of other influences, like parents and income.\u003c/p>\n\u003cp>One mistake people make, Wartella said, is focusing on the fact of the screen itself rather than the content of what the screen is showing. “Is it bad for kids to Skype with Grandma? I don’t think anyone would say that.”\u003c/p>\n\u003cp>Both Wartell and Guernsey refer to “the three Cs,” when considering these issues: content, context and the child. The question isn’t whether it is inherently good or bad when a preschooler is given a videogame. Rather, the questions should be contextual: Is the child playing with a social partner or on her own? What is the educational value of the game? And what are the needs of the particular child?\u003c/p>\n\u003cp>“When people worry about screen time, it’s the substitution effect they’re really worried about,” Guernsey said. “What happens when a kid is so enraptured by screen activity that they won’t go outside to play in other ways? But screen time being harmful by itself, there’s no evidence of that.”\u003c/p>\n\u003cp>For Bers and Resnick, it comes back to preparing children to be literate—in all the ways literacy is perceived today. For real empowerment in a world flooded with digital media, people need to understand not only how to interact with it, but how to make media themselves. Teaching children as young as 5 how to program not only teaches important executive functioning skills, which is crucial for that age group, but also helps demystify the computer, Bers said.\u003c/p>\n\u003cp>“Computers for most people are black boxes,” she said. “I believe kids should understand objects are ‘smart’ not because they’re just smart, but because someone programmed them to be smart.\u003c/p>\n\u003cp>“Also,” she said, echoing Resnick, “it’s about expression. In our times, we need kids to be able to express ideas in different ways, and learning to work in Scratch, in a computational medium, will give them another way of expressing themselves.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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