9/26/2023 0 Comments Scratch programming![]() In our Maker Pedagogy Lab, we are conducting research into how teaching future teachers how to code might contribute to the development of what we refer to as maker pedagogy. For Resnik et al.(2009) “digital fluency requires not just the ability to chat, browse, and interact but also the ability to design, create, and invent with the new media” (p. Resnik’s talk is that he introduced some nuance to why one might encourage students to learn to code. But it’s useful for everybody to learn how to read and write. Very few people become professional writers. When you become fluent with reading and writing, it’s not something that you’re doing just to become a professional writer. ![]() ![]() When you learn to code, it opens you up to learn many other things. Now some of the things you can learn are sort of obvious. When you learn to read, you can read to learn. When you learn to read and write, it opens up opportunities for you to learn so many other things. It’s useful to make an analogy to reading and writing. Mitch Resnick of the MIT Media Lab had the following to say in a TED talk he gave titled “Let’s teach kids to code”: We support the work done by the Scratch Team at the Lifelong Kindergarten group at MIT Media Lab. It encourages programmers of all ages to design and create their own programs as well as adapting and deconstructing (ethically hacking) existing Scratch programs created by others. That said, we recognize that there is something important that our Maker Pedagogy Lab can learn from the work being done to make learning to program an accessible goal for students and teachers.Ī programming language known as “ Scratch” seems particularly well-suited to our developing understanding of maker pedagogy. It is important to question any particular educational approach that might be held as a panacea for the challenges facing education today. You might have heard of one of the many calls to “teach kids to code.” Calls for curricular reform are certainly not a new phenomenon in education – they are often well-meaning but they also tend to overlook some of the complexities of curricular reform.
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