Double Entry Journal #9

 Why should programming be part of school curriculum?

According to this article "Youth report a wide range of connections to traditional subject areas such as math, reading, science, and foreign language learning in addition to strong connections to the arts" (Peppler & Kafai, 2007). This seems to support the idea that programming should be part of the school curriculum, because it is strongly connected to traditional subject matter, at least (and maybe, most importantly), in the student's mind. Programming also supports 21st century learning such as Critical thinking, Problem Solving and Media Literacy (Partnership for 21st Century Skills, 2011). 

What are the barriers to implementing programming in schools? 

I think barriers to implementing programming in schools are similar to the barriers of implementing other technology: lack of sustained teacher training with unfamiliar technology; lack of time and ongoing support for the teacher to build their skills and develop lesson plans; lack of computer access in the classroom; and a lack of emphasis on creative exploration as a means of building depth of knowledge skills. I am not a teacher in the public school system, but when I teach my GED students I sometimes don't do as much creative exploration as I would like because I am teaching for a test, therefore I wonder if an emphasis on standardized testing is also a barrier.

 

How can barriers to implementing programming in schools be overcome?

It's not enough to simply provide access to technology; extensive, prolonged and supportive teacher training in technology tools and implementation is equally important. In another class I have been studying how Professional Learning Communities and teacher leadership is helping to address this barrier. I think this sustained support and sharing ideas and lesson plans between teachers of similar subjects is one way to overcome this barrier.  

Although teacher training is one solution to implementing programming in schools, an exciting alternative is presented in this article. One way the Computer Clubhouse found success was in the introduction of mentors that were learning alongside the student.  "Undergraduate mentors were not introduced to Clubhouse members as experts or teachers.... As a result, many Clubhouse members emerged as resident experts of Scratch, thereby challenging the notion that programming is strictly for adults" (Peppler & Kafai, 2007). This learning process allowed the student to feel empowered and presented a dynamic that could prove successful in schools. Seeking partnerships with colleges and/or community based organizations to provide sustained and meaningful mentorships within the schools could present a new interaction that could prove beneficial to the student and help overcome a technology barrier. Sometimes this is not possible, but I think teachers could still learn from the experience of the Computer Clubhouse this study focused on. This study presents the idea that teachers don't need to know the ins and outs of programming, that they can learn beside the students.  Teachers could allow students who are more adept at programming take the lead in teaching other students. One of the best ways to learn is to teach, and this dynamic could present rewarding learning opportunities for students.

Sources:

Partnership for 21st Century Skills. (2011). Framework for 21st century learning. Retrieved from http://www.p21.org/overview/skills-framework  

Peppler, K. & Kafai, Y. B. (2007). Collaboration, Computation, and Creativity: Media Arts Practices in Urban Youth Culture. In C. Hmelo- Silver & A. O'Donnell (Eds.), Proceedings of the Conference on Computer Supported Collaborative Learning, New Brunswick, NJ.