Inquiry: Coding in the Classroom

Rae-Lee Fraser

Vancouver Island University EDTE 519

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 Inquiry: Coding in the Classroom

My focus for this inquiry is coding in the classroom because it is part of the New BC

Curriculum, yet my understanding of it is extremely vague. As something that I am mandated to

teach, it is my professional responsibility to understand it more clearly. I will focus on finding out

what coding is, how it benefits our learners and how I can implement it in the classroom.

The webpage, DailyTekk has created a post that breaks down coding for beginners. Here

is what I learned (McConnell, 2015):

 Code is a set of instructions that computers understand

 People write code, code powers computers and computers power many everyday

objects

 Almost anything powered by electricity uses code

 People who code can be called coders, programmers, developers, computer

scientists or software engineers

Computers can do almost anything, but they can’t think for themselves. They require

instructions from people in order to function. Coding is the step by step instructions we give them

to do what we want them to do. This allows us to create computer software, games, websites

and apps. However, humans and computers do not speak the same language. Computers speak

in binary code, a mathematical language that looks like a line of ones and zeros. We don’t speak

binary and computers can’t understand human language. In order for us to be able to tell

computers what to do, we need a translator who can act as an intermediary. This translator is

code. Code is a form of writing that isn’t binary, but the computer can understand it. This aspect

of coding is complicated and can be difficult to understand. Fortunately, it is not necessary to

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understand how this all works. It is only important to understand that coding is writing

intermediary language that you and your computer can both communicate in (Castiglione, 2017).

We live in a digital world where coding is a fundamental skill alongside numeracy and

literacy. According to Kasey Bell, there are approximately 587,000 computing jobs in the United

States, yet only about 38,000 computer science graduates to fill the positions (Bell, 2015). Despite

the demand for computer science skills, very few students actually have the opportunity to

experience it in school. Aside from being a fundamental skill for the workforce, there are many

compelling reasons for integrating code in the classroom. Merle Huerta (2015) claims that coding

is a tool to improve educational equity. She explains that without experience with code inside

the classroom, many students in lower socioeconomic communities may never have the

opportunity to experience code. By making computer science part of the curriculum, educational

equity and opportunities improve (Huerta, 2015). Huerta also argues that coding offers inclusion.

Students with Autism Spectrum Disorder often have special talents when it comes to computer

science. She says, “by teaching coding to student with developmental disabilities, teachers aren’t

merely harnessing and developing disabilities innate talents. They’re better preparing these kids,

making them more marketable and employable in a high-tech economy” (Huerta, 2015). Coding

can also improve neuroplasticity; the brains ability to change. Among these reasons, “coding is

also linked to improved problem solving and analytical reasoning and students who develop a

mastery of coding have a natural ability and drive to construct, hypothesize, explore, experiment,

evaluate, and draw conclusions” (Huerta, 2015).

With so many compelling reasons for students to experience code, I found myself

wondering why there is still a lack of emphasis in our classrooms. The founder of Code.org, Hadi

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Partovi, argues that the biggest obstacle to getting computer science in the classroom is lack of

trained teachers. Partovi emphasizes the need to educated teachers in code literacy to make

them technically proficient to teach code (Huerta, 2015). Much of the research I have done for

my inquiry comes from the United States. However, if I look at my own experiences here in British

Columbia, it is a similar story. Although coding has been included in the New BC Curriculum, not

all teachers are diving in. I understand that many teachers are not including computer science

because they do not understand it themselves. I believe there needs to be more professional

development before teachers are required to teach it. This inquiry is my own way of becoming

more knowledgeable about code so I can be more prepared to teach it. My final step of the

inquiry is to research ways I can implement computer science into the classroom.

The most practical resource I have found is a non-profit organization dedicated to

expanding access to computer science in schools. This organization is Code.org and their vison is

“that every student in every school should have the opportunity to learn computer science, just

like biology, chemistry or algebra” (Code.org). Code.org organizes Hour of Code, an annual

campaign dedicated to giving students K-12 experience in computer science. It has become a

global movement reaching millions of students in over 180 countries. The objective of Hour of

Code is to show that anybody can learn the basics and to broaden participation in the field of

computer science. It takes place each year in December during Computer Science Education

week. Code.org also offers courses for students K-12 that can be done all year. Tynker.com is

another online resource that teaches kids to code. Students can begin experimenting with visual

blocks, then progress to JavaScript and Python to design games, apps or projects. This is the

website I have played around on the most to learn the basics myself.

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 I think there will always be the argument that coding isn’t accessible to all schools. It is

true that not every school has access to the technology that will allow students to begin computer

programming. Through this inquiry, I learned that there is a way around this. Computer science

unplugged (CS unplugged) is computer science without the computer. CS unplugged is based on

a constructivist approach. Typically, students are given a challenge and in the process of solving

the problem, they uncover powerful ideas on their own. Csunplugged.org offers unit plans on a

variety of computer science related topic such as binary numbers, error detection and correction,

searching algorithms and sorting networks. CS unplugged is also great to use with younger

learners who may not have the skills to operate a computer yet.

The biggest thing I have learned from this inquiry is that I do not have to be an expert in

computer science to be able to expose my students to code. In fact, we can learn together.

Websites like code.org and tynker.com make it easy for teachers to bring coding into the

classroom. More teachers need to be willing to take a risk in order to give students the valuable

experience.

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 References:

Bell, K. (2015). A Beginner’s Guide to Bringing Coding into the Classroom. EdSurge. Retrieved

from https://www.edsurge.com/news/2015-11-30-a-beginner-s-guide-to-bringing-

coding-into-the-classroom

Castiglione, C. (2017). What is Coding? One Month. Retrieved from

https://learn.onemonth.com/what-is-coding/

Huerta, M. (2015). Coding in the Classroom: A Long-Overdue Inclusion. Edutopia. Retrieved

from https://www.edutopia.org/blog/coding-classroom-long-overdue-inclusion-merle-

huerta

McConnell, C. (2015, October 13). What Is Coding? 15 Facts for Beginners. Retrieved March 05,

2018, from https://dailytekk.com/what-is-coding-15-facts-for-beginners/

Partovi, Hadi. (2015). Why doesn’t every school offer computer science classes? The Seattle

Times. Retrieved from https://www.seattletimes.com/opinion/why-we-need-to-teach-

all-students-computer-science-skills/