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than 4 to 1. \u003c/span>\u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\">\u003cspan style=\"font-weight: 400\">In\u003c/span>\u003cspan style=\"font-weight: 400\"> 2013,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> only eight percent of students taking the AP CS exam were Hispanic and just three percent were African American. \u003c/span>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"http://services.google.com/fh/files/misc/diversity-gaps-in-computer-science-report.pdf\">\u003cspan style=\"font-weight: 400\">recent report from Google and Gallup \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">on diversity gaps in computer science education pointed to “structural and social barriers” for these three populations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not enough to simply recruit underrepresented students to enroll in CS classes, say \u003c/span>\u003ca href=\"https://www.whitehouse.gov/blog/2016/01/30/computer-science-all\">\u003cspan style=\"font-weight: 400\">leaders\u003c/span>\u003c/a> \u003ca href=\"http://schedule.gracehopper.org/session/code-schools-and-fostering-more-inclusive-workplace-communities/\">\u003cspan style=\"font-weight: 400\">in\u003c/span>\u003c/a> \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">\u003cspan style=\"font-weight: 400\">the\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.ncwit.org/infographic/3435\">field\u003c/a>; o\u003c/span>\u003cspan style=\"font-weight: 400\">nce students are signed up, schools need do more to create inclusive classroom environments that position them for success.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last summer, Cynthia Lee, a lecturer in the computer science department at Stanford University, created a widely-circulated document called, “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://drive.google.com/drive/folders/0B4x2OQ0oLnRsfnU1VFNiZEFjSnM2WGZFVUpQdEFVS000YWZsZDlPakdoZjg5bmd1bmtLU2M\">What can I do today to create a more inclusive community in CS?”\u003c/a> The list was developed during a summer workshop funded by the National Science Foundation for newly hired computer science faculty and was designed for busy educators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I know the research behind these best practices,\" said Lee, \"but my passion comes from what I’ve experienced in tech spaces, and what students have told me about their experiences in computer science classrooms.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Too often students from diverse backgrounds “feel that they simply aren’t wanted,” said Lee. “What I hear from students is that when they are working on their assignments, they love [computer science]. But when they look up and look around the classroom, they see that ‘there aren’t many people like me here.’ If anything is said or done to accentuate that, it can raise these doubts in their mind that cause them to questions their positive feelings about the subject matter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students from underrepresented demographics are more likely to interpret a single piece of feedback -- such as a poor quiz score -- as a \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Impostor_syndrome\">\u003cspan style=\"font-weight: 400\">generalized assessment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of their skill and potential. “They may say to themselves, ‘Everyone was right all along. I really don’t belong here,’” said Lee. In contrast, when students who are in the majority perform poorly on a quiz, “they are more likely to contextualize or externalize their performance, telling themselves, ‘It’s just one score; I was having a bad day; or the teacher made the test too difficult.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the suggestions on Lee’s list can be adapted for use in middle and high school computer science classrooms. \u003c/span>\u003ca href=\"http://suh.sweetwaterschools.org/staff/teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">Art Lopez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teaches at Sweetwater High School in the San Diego County, where 85 percent of students qualify for free or reduced lunch. \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">\u003cspan style=\"font-weight: 400\">Under his leadership,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> his district has gone from offering zero CS classes five years ago to offering 41 this year. He says Lee’s list resonates with his efforts: “You have got to make sure you build a community in the classroom. That’s so important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>PRACTICAL STEPS\u003c/b>\u003c/p>\n\u003cp>\u003cb>Create a Warm Climate that Encourages a Growth Mindset\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lee recommends opening class by telling the students that “you are proud of them and how hard they are working.” As her CS colleague John Ousterhout is fond of telling students, “A little bit of slope makes up for a lot of y-intercept.” In other words, rather than focus on a single point in time or a single quiz score, focus on the big picture: their growing understanding of the material.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A little warmth goes a long way, especially when students are nervous about whether they belong, said Lee. “Something as simple as saying, ‘I like working with you and I am enjoying teaching this class’ lets them know that their presence is respected.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez begins the year by \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/10/how-teens-benefit-from-reading-about-the-struggles-of-scientists/\">\u003cspan style=\"font-weight: 400\">destigmatizing the idea of failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pledging his support: “I tell my students, ‘I’m going to learn from you as much as you are going to learn from me. We are on this journey together. Don’t worry about failing! Computing is all about trying and failing. But then we’ll try to fix the program and make it work right.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Help Students Find Meaning with the Work\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an introductory activity, Lee suggests asking students to \u003c/span>\u003ca href=\"https://www.gsb.stanford.edu/insights/value-values-affirmation\">\u003cspan style=\"font-weight: 400\">name one of their core values\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and describe how CS could be used in service of that value. This can create a connection between the instructor and the student and help students find personal relevance with the course material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez says that this approach can help students who have a narrow, stereotypical view of computer programming. “You have to give lots of entry points. Show them how they can use CS to help their community, to serve others, to creative video games, or to work for \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/03/pixar-in-a-box-teaches-math-through-real-animation-challenges/\">Pixar\u003c/a>. Connect it to their interests. Computer science is creative.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Examine Bias and Representation in Class Materials\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Review presentations and handouts to make sure that they are free from gendered pronouns, especially those used in stereotypical ways, said Lee. Look at materials, posters, and images with a critical eye: do they include diverse races and genders in non-stereotyped roles? Do they include a broad selection of names? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez asks his students to close their eyes and imagine a computer scientist. When they open their eyes, he puts up pictures of his former students -- and pictures of them. “I tell them ‘Here is what I see when I think about computer scientists.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Examine Your Own Bias\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes teachers slip into stereotypical language without meaning to. For example, said Lee, phrases such as “This is so easy your mom could use it” or “How would you explain this to your grandma?” implicitly equate women with a lack of tech savvy. Other suggestions from her list include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Believe that hard work and effective practice matters more than DNA. Your beliefs influence students’ beliefs and impact their performance.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When a student is speaking, wait for the student to finish and then count “one one-thousand, two one-thousand” in your mind before responding. Both \u003c/span>\u003ca href=\"http://nytlive.nytimes.com/womenintheworld/2015/03/19/google-chief-blasted-for-repeatedly-interrupting-female-government-official/\">\u003cspan style=\"font-weight: 400\">men and women are prone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to prematurely cutting off women when they speak. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Watch out for examples or anecdotes about your childhood or daily life that may cause students to feel excluded for economic reasons (e.g., talking about pricey gadgets or vacations in Hawaii as normal). \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sweetwater and Stanford, this deliberate emphasis on inclusivity has had an impact. In Lopez’s district CS class enrollment expanded rapidly, and his students have begun to serve as\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\"> national role models \u003c/a>for inclusivity in the field: in September, some of Lopez’s students were invited to present at the White House Summit on Computer Science for All. At Stanford, computer science has become one of the most popular majors for women. Currently, 32 percent of declared CS undergraduate majors are women -- \u003c/span>\u003ca href=\"http://cra.org/wp-content/uploads/2016/05/2015-Taulbee-Survey.pdf\">\u003cspan style=\"font-weight: 400\">twice the national average.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Lee gives some of the credit to the department’s emphasis to inclusivity. “The faculty are extremely committed to implementing the types of things on this list,\" Lee said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"An outline of practical steps has helped teachers keep students from under represented minority groups in computer science class. Part of the guideline means addressing bias in classwork and helping students feel included.","status":"publish","parent":0,"modified":1479406077,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1232},"headData":{"title":"Steps Teachers Can Take to Keep Girls and Minorities in Computer Science Education | KQED","description":"An outline of practical steps has helped teachers keep students from under represented minority groups in computer science class. Part of the guideline means addressing bias in classwork and helping students feel included.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Steps Teachers Can Take to Keep Girls and Minorities in Computer Science Education","datePublished":"2016-11-17T18:06:35.000Z","dateModified":"2016-11-17T18:07:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46839 http://ww2.kqed.org/mindshift/?p=46839","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/17/steps-teachers-can-take-to-keep-girls-and-minorities-in-computer-science-education/","disqusTitle":"Steps Teachers Can Take to Keep Girls and Minorities in Computer Science Education","path":"/mindshift/46839/steps-teachers-can-take-to-keep-girls-and-minorities-in-computer-science-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s no secret that women, African Americans and Hispanics are underrepresented in computer science classrooms and careers.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among students who take AP Computer Science courses in high school, for example, \u003c/span>\u003ca href=\"http://www.computerscience.org/resources/women-in-computer-science/\">\u003cspan style=\"font-weight: 400\">boys outnumber girls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by more than 4 to 1. \u003c/span>\u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\">\u003cspan style=\"font-weight: 400\">In\u003c/span>\u003cspan style=\"font-weight: 400\"> 2013,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> only eight percent of students taking the AP CS exam were Hispanic and just three percent were African American. \u003c/span>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"http://services.google.com/fh/files/misc/diversity-gaps-in-computer-science-report.pdf\">\u003cspan style=\"font-weight: 400\">recent report from Google and Gallup \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">on diversity gaps in computer science education pointed to “structural and social barriers” for these three populations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not enough to simply recruit underrepresented students to enroll in CS classes, say \u003c/span>\u003ca href=\"https://www.whitehouse.gov/blog/2016/01/30/computer-science-all\">\u003cspan style=\"font-weight: 400\">leaders\u003c/span>\u003c/a> \u003ca href=\"http://schedule.gracehopper.org/session/code-schools-and-fostering-more-inclusive-workplace-communities/\">\u003cspan style=\"font-weight: 400\">in\u003c/span>\u003c/a> \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">\u003cspan style=\"font-weight: 400\">the\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.ncwit.org/infographic/3435\">field\u003c/a>; o\u003c/span>\u003cspan style=\"font-weight: 400\">nce students are signed up, schools need do more to create inclusive classroom environments that position them for success.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last summer, Cynthia Lee, a lecturer in the computer science department at Stanford University, created a widely-circulated document called, “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://drive.google.com/drive/folders/0B4x2OQ0oLnRsfnU1VFNiZEFjSnM2WGZFVUpQdEFVS000YWZsZDlPakdoZjg5bmd1bmtLU2M\">What can I do today to create a more inclusive community in CS?”\u003c/a> The list was developed during a summer workshop funded by the National Science Foundation for newly hired computer science faculty and was designed for busy educators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I know the research behind these best practices,\" said Lee, \"but my passion comes from what I’ve experienced in tech spaces, and what students have told me about their experiences in computer science classrooms.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Too often students from diverse backgrounds “feel that they simply aren’t wanted,” said Lee. “What I hear from students is that when they are working on their assignments, they love [computer science]. But when they look up and look around the classroom, they see that ‘there aren’t many people like me here.’ If anything is said or done to accentuate that, it can raise these doubts in their mind that cause them to questions their positive feelings about the subject matter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students from underrepresented demographics are more likely to interpret a single piece of feedback -- such as a poor quiz score -- as a \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Impostor_syndrome\">\u003cspan style=\"font-weight: 400\">generalized assessment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of their skill and potential. “They may say to themselves, ‘Everyone was right all along. I really don’t belong here,’” said Lee. In contrast, when students who are in the majority perform poorly on a quiz, “they are more likely to contextualize or externalize their performance, telling themselves, ‘It’s just one score; I was having a bad day; or the teacher made the test too difficult.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the suggestions on Lee’s list can be adapted for use in middle and high school computer science classrooms. \u003c/span>\u003ca href=\"http://suh.sweetwaterschools.org/staff/teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">Art Lopez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teaches at Sweetwater High School in the San Diego County, where 85 percent of students qualify for free or reduced lunch. \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">\u003cspan style=\"font-weight: 400\">Under his leadership,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> his district has gone from offering zero CS classes five years ago to offering 41 this year. He says Lee’s list resonates with his efforts: “You have got to make sure you build a community in the classroom. That’s so important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>PRACTICAL STEPS\u003c/b>\u003c/p>\n\u003cp>\u003cb>Create a Warm Climate that Encourages a Growth Mindset\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lee recommends opening class by telling the students that “you are proud of them and how hard they are working.” As her CS colleague John Ousterhout is fond of telling students, “A little bit of slope makes up for a lot of y-intercept.” In other words, rather than focus on a single point in time or a single quiz score, focus on the big picture: their growing understanding of the material.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A little warmth goes a long way, especially when students are nervous about whether they belong, said Lee. “Something as simple as saying, ‘I like working with you and I am enjoying teaching this class’ lets them know that their presence is respected.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez begins the year by \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/10/how-teens-benefit-from-reading-about-the-struggles-of-scientists/\">\u003cspan style=\"font-weight: 400\">destigmatizing the idea of failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pledging his support: “I tell my students, ‘I’m going to learn from you as much as you are going to learn from me. We are on this journey together. Don’t worry about failing! Computing is all about trying and failing. But then we’ll try to fix the program and make it work right.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Help Students Find Meaning with the Work\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an introductory activity, Lee suggests asking students to \u003c/span>\u003ca href=\"https://www.gsb.stanford.edu/insights/value-values-affirmation\">\u003cspan style=\"font-weight: 400\">name one of their core values\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and describe how CS could be used in service of that value. This can create a connection between the instructor and the student and help students find personal relevance with the course material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez says that this approach can help students who have a narrow, stereotypical view of computer programming. “You have to give lots of entry points. Show them how they can use CS to help their community, to serve others, to creative video games, or to work for \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/03/pixar-in-a-box-teaches-math-through-real-animation-challenges/\">Pixar\u003c/a>. Connect it to their interests. Computer science is creative.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Examine Bias and Representation in Class Materials\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Review presentations and handouts to make sure that they are free from gendered pronouns, especially those used in stereotypical ways, said Lee. Look at materials, posters, and images with a critical eye: do they include diverse races and genders in non-stereotyped roles? Do they include a broad selection of names? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez asks his students to close their eyes and imagine a computer scientist. When they open their eyes, he puts up pictures of his former students -- and pictures of them. “I tell them ‘Here is what I see when I think about computer scientists.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Examine Your Own Bias\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes teachers slip into stereotypical language without meaning to. For example, said Lee, phrases such as “This is so easy your mom could use it” or “How would you explain this to your grandma?” implicitly equate women with a lack of tech savvy. Other suggestions from her list include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Believe that hard work and effective practice matters more than DNA. Your beliefs influence students’ beliefs and impact their performance.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When a student is speaking, wait for the student to finish and then count “one one-thousand, two one-thousand” in your mind before responding. Both \u003c/span>\u003ca href=\"http://nytlive.nytimes.com/womenintheworld/2015/03/19/google-chief-blasted-for-repeatedly-interrupting-female-government-official/\">\u003cspan style=\"font-weight: 400\">men and women are prone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to prematurely cutting off women when they speak. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Watch out for examples or anecdotes about your childhood or daily life that may cause students to feel excluded for economic reasons (e.g., talking about pricey gadgets or vacations in Hawaii as normal). \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sweetwater and Stanford, this deliberate emphasis on inclusivity has had an impact. In Lopez’s district CS class enrollment expanded rapidly, and his students have begun to serve as\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\"> national role models \u003c/a>for inclusivity in the field: in September, some of Lopez’s students were invited to present at the White House Summit on Computer Science for All. At Stanford, computer science has become one of the most popular majors for women. Currently, 32 percent of declared CS undergraduate majors are women -- \u003c/span>\u003ca href=\"http://cra.org/wp-content/uploads/2016/05/2015-Taulbee-Survey.pdf\">\u003cspan style=\"font-weight: 400\">twice the national average.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Lee gives some of the credit to the department’s emphasis to inclusivity. “The faculty are extremely committed to implementing the types of things on this list,\" Lee said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46839/steps-teachers-can-take-to-keep-girls-and-minorities-in-computer-science-education","authors":["11087"],"categories":["mindshift_195"],"tags":["mindshift_557","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_20825","mindshift_499","mindshift_47"],"featImg":"mindshift_46944","label":"mindshift"},"mindshift_39949":{"type":"posts","id":"mindshift_39949","meta":{"index":"posts_1591205157","site":"mindshift","id":"39949","score":null,"sort":[1433514662000]},"guestAuthors":[],"slug":"could-storytelling-be-the-secret-sauce-to-stem-education","title":"Could Storytelling Be the Secret Sauce to STEM Education?","publishDate":1433514662,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In the short story \u003ca href=\"http://engl210-deykute.wikispaces.umb.edu/file/view/omelas.pdf\" target=\"_blank\">“The Ones Who Walk Away from Omelas,”\u003c/a> author Ursula Le Guin describes a utopian city that has everything people want or need -- beauty, religion, happiness -- but it’s all possible because one child is kept in the dark, separated from all joy and light. Citizens of the city have to go and see this boy, but some can’t take the guilt and walk away.\u003c/p>\n\u003cp>After reading the story, Lev Fruchter and his class talk about what elements make up utopia and use the conversation as a jumping-off point to talk about equations. They talk about adding good things and multiplying them if they’re really great or, inversely, subtracting things that make people unhappy and dividing the really bad elements. This is all a way of thinking about the math that will eventually run a computer program.\u003c/p>\n\u003cp>“It’s a way to make equations meaningful, which is, of course, what they are in the programs when you write them,” said Fruchter, a computer science teacher at \u003ca href=\"http://www.nestmk12.net/\" target=\"_blank\">NYC Nest+m\u003c/a>, a public K-12 school in New York City for gifted and talented students. “They are much more than a sheet of homework exercises because they make the program go.”\u003c/p>\n\u003cp>Using literature in this way has allowed Fruchter to make his computer science math classes entirely project-based, which in turn draws the interest of kids who might not have otherwise liked computer programming. “They’re very happy to be in a math or computer science class where they’re not having tests or doing quizzes or being asked to do sheets and sheets of problems,” Fruchter said.\u003c/p>\n\u003cp>Fruchter loves words, but is comfortable enough with math and science that he was called upon to teach them. Along the way, he discovered stories are a great way to make science, technology, engineering and math ideas accessible and concrete to learners who might not think those kind of technical studies are for them. He’s convinced literature is a great way to excite learners about STEM.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m a narrative learner,” said Fruchter. “I nail down concepts by aligning them to stories or making up stories about them,” he said.\u003c/p>\n\u003cp>Fruchter used to teach English, but in the 1990s, while working at School for a Physical City -- one of New York City’s New Vision schools -- he was asked to step in and teach math. He ended up teaching a double period of English and math, but rather than splitting the two subjects up, he used one to support the other.\u003c/p>\n\u003cp>“I chose books that I knew would give us the mathematical framework to jump off from,” Fruchter said. “Instead of talking about the math concepts from completely abstract or theoretical concepts, I’d say, ‘Hey we’re reading this book.’ ”\u003c/p>\n\u003caside class=\"pullquote alignright\">'This is a live literary experience in which the story itself is embodying the concepts.'\u003ccite>Lev Fruchter, computer science teacher\u003c/cite>\u003c/aside>\n\u003cp>On the flip side, he has also taught students who love math and science the way it has traditionally been taught, and who don’t see the value in reading. He’s found that attitude to be more prevalent in the gifted and talented program than at other schools. But he insists kids who excel at calculating can still learn from the human life lessons in books, and may even understand them at a more fundamental level if the abstract ideas can be connected to the numbers and equations they love.\u003c/p>\n\u003cp>“They may not appreciate it now, but I know that the concepts and themes that are embedded in this fiction I’m having them read are important for this field,” Fruchter said.\u003c/p>\n\u003cp>When he talks to professional engineers, he often hears them lament the lack of communication skills among colleagues.\u003c/p>\n\u003cp>“One guy said engineers are lousy communicators because their education includes no training in fiction,” Fruchter said. “He was quite vocal about the need for people who study technical subjects to have some experience in some artistically crafted communication.”\u003c/p>\n\u003cp>\u003cstrong>THE LADY, OR THE TIGER?\u003c/strong>\u003c/p>\n\u003cp>One of Fruchter’s \u003ca href=\"http://www.storycode.info/sample-lesson\" target=\"_blank\">favorite stories to teach in computer science\u003c/a> is Frank Stockton’s short story, \u003ca href=\"http://www.english-literature.uni-bayreuth.de/en/teaching/documents/courses/Stockton1.pdf\" target=\"_blank\">“The Lady, or the Tiger?”\u003c/a> The story is about a mythical kingdom ruled by a whimsical king whose system of justice includes dropping lawbreakers into an arena where they must choose one of two doors. Behind one door is a man-eating tiger. Behind the other, a beautiful woman whom he must marry.\u003c/p>\n\u003cp>One day the king discovers his daughter is having an affair. He throws her lover into the pit. The lover looks up at the princess and sees that she knows which door contains the tiger. She indicates which door the man should choose, but the story ends before the reader discovers what was behind the door. The reader also learns that the princess is just as feisty as her father, so there’s a possibility she’s sending her lover to death so he won’t marry another woman.\u003c/p>\n\u003cp>“It’s an old-fashioned sexist story where the end comes down to the princess’ psychology,” Fruchter said. But he appreciates it for the way it beautifully mimics binary code. In computer language, this is a “one bit” story, meaning there are two possible versions and two possible endings. In a computer, the two endings would be expressed with either a one or a zero.\u003c/p>\n\u003cp>[contextly_sidebar id=\"siL1RVTlOH2QZxXHTn5RQKP3aT7GiuQS\"]\u003c/p>\n\u003cp>When teaching, Fruchter changes the story’s ending to give the lover agency. Now the story is a “two bit” problem. The lover can either trust or mistrust the princess, and the princess can either save or doom her lover. Now there are four possible endings to the story. Fruchter then adds another character to the story: the man holding the tiger behind the door. Presumably, the princess talked to this man to find out what door he would be behind. But what if he’s been in love with the princess his whole life and can either choose to tell her the truth or a lie? Now the story is a “three bit” problem.\u003c/p>\n\u003cp>“Instead of doing it abstractly with ones and zeros, this is a live literary experience in which the story itself is embodying the concepts,” Fruchter said. And to be clear, while he’s spinning this story, there’s no discussion of ones and zeros, or bits. The class is focused on discussing the possible outcomes of the characters, their motivations and conclusions.\u003c/p>\n\u003cp>Fruchter often asks students to write their own versions of the story, making sure to be clear about what each character chooses. Later they talk about other possible endings and calculate the versions. Fruchter says there are three main ways to solve the problem: brute force, using a tree diagram to show branching possibilities, and recognizing that the situation represents the function of the number of options raised to the number of choices. So this “three bit” problem has eight solutions (two options raised to the power of three characters equals eight.)\u003c/p>\n\u003cp>In this one combination of literature and math, Fruchter has hit on many learning standards. Students are reading and interpreting literature, writing creatively, interpreting a math problem in multiple ways, showing solutions in various ways, using functions and factoring.\u003c/p>\n\u003cp>“It touches so many standards that it’s a real challenge to come up with a way to list them all,” Fruchter said.\u003c/p>\n\u003cp>This approach to teaching computer science probably wouldn’t work for the most sophisticated students, Fruchter admits. But for kids who aren’t sure they’re even interested in STEM subjects, teaching through fiction is the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\" target=\"_blank\">interdisciplinary connector\u003c/a> that could make it all make sense.\u003c/p>\n\u003cp>The students in his classes pass or fail based on the strength of the programs they write. But he finds that many kids with learning difficulties or who have struggled in other classes stay in the game longer when they have a narrative entry point. They can use their understanding of the story to try to puzzle their way through the math.\u003c/p>\n\u003cp>\u003cstrong>STEM FICTION IDEAS\u003c/strong>\u003c/p>\n\u003cp>Fruchter has worked to put what's he has learned about teaching computer programming with fiction into a curriculum called \u003ca href=\"http://www.storycode.info/\" target=\"_blank\">StoryCode\u003c/a>. He classifies STEM fiction into three categories: explicit, science fiction and implicit STEM texts.\u003c/p>\n\u003cp>\u003cstrong>Explicit STEM texts\u003c/strong> are novels like \"Moby Dick,\" where there’s a lot to learn about marine biology and ecology already embedded in the story. For younger students, \"Little House on the Prairie\" might fall into this category, with all its descriptions of practical engineering projects. Fruchter finds these useful, but a lot of reading without much STEM payoff.\u003c/p>\n\u003cp>\u003cstrong>Science Fiction texts\u003c/strong> are fertile ground for discussion because they usually involve a mostly rationale world with one irrational scientific change upon which the whole future of humanity rests. For example, Madeleine L’Engle’s book, \"A Wind in the Door,\" takes the reader inside the mitochondria of a character to battle a microscopic plague. Along the way, readers learn a lot about what mitochondria really do in the body.\u003c/p>\n\u003cp>\u003cstrong>Implicit STEM texts\u003c/strong> are ones where the literary action is a metaphor for the operation of scientific principle, like binary and “The Lady, or the Tiger?” Fruchter teaches Ursula Le Guin’s \"A Wizard of Earthsea\" because magic functions in the book in almost identical ways to the how CSS and HTML work. He also likes Dashiell Hammett's famous detective novel \"The Maltese Falcon\" and \"Mind of My Mind\" by Octavia Butler, a book where psychics take over the world. Fruchter says Butler’s book is an embodiment of the proper way to write an object-oriented program.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“When you can call a line of code a spell, then you are getting somewhere,” Fruchter said. After all, isn't computer code basically modern magic?\u003c/p>\n\n","blocks":[],"excerpt":"By exploring stories, learners can acquire a deeper understanding and appreciation of STEM. ","status":"publish","parent":0,"modified":1433514662,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1711},"headData":{"title":"Could Storytelling Be the Secret Sauce to STEM Education? | KQED","description":"By exploring stories, learners can acquire a deeper understanding and appreciation of STEM. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Could Storytelling Be the Secret Sauce to STEM Education?","datePublished":"2015-06-05T14:31:02.000Z","dateModified":"2015-06-05T14:31:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39949 http://ww2.kqed.org/mindshift/?p=39949","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/05/could-storytelling-be-the-secret-sauce-to-stem-education/","disqusTitle":"Could Storytelling Be the Secret Sauce to STEM Education?","path":"/mindshift/39949/could-storytelling-be-the-secret-sauce-to-stem-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the short story \u003ca href=\"http://engl210-deykute.wikispaces.umb.edu/file/view/omelas.pdf\" target=\"_blank\">“The Ones Who Walk Away from Omelas,”\u003c/a> author Ursula Le Guin describes a utopian city that has everything people want or need -- beauty, religion, happiness -- but it’s all possible because one child is kept in the dark, separated from all joy and light. Citizens of the city have to go and see this boy, but some can’t take the guilt and walk away.\u003c/p>\n\u003cp>After reading the story, Lev Fruchter and his class talk about what elements make up utopia and use the conversation as a jumping-off point to talk about equations. They talk about adding good things and multiplying them if they’re really great or, inversely, subtracting things that make people unhappy and dividing the really bad elements. This is all a way of thinking about the math that will eventually run a computer program.\u003c/p>\n\u003cp>“It’s a way to make equations meaningful, which is, of course, what they are in the programs when you write them,” said Fruchter, a computer science teacher at \u003ca href=\"http://www.nestmk12.net/\" target=\"_blank\">NYC Nest+m\u003c/a>, a public K-12 school in New York City for gifted and talented students. “They are much more than a sheet of homework exercises because they make the program go.”\u003c/p>\n\u003cp>Using literature in this way has allowed Fruchter to make his computer science math classes entirely project-based, which in turn draws the interest of kids who might not have otherwise liked computer programming. “They’re very happy to be in a math or computer science class where they’re not having tests or doing quizzes or being asked to do sheets and sheets of problems,” Fruchter said.\u003c/p>\n\u003cp>Fruchter loves words, but is comfortable enough with math and science that he was called upon to teach them. Along the way, he discovered stories are a great way to make science, technology, engineering and math ideas accessible and concrete to learners who might not think those kind of technical studies are for them. He’s convinced literature is a great way to excite learners about STEM.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m a narrative learner,” said Fruchter. “I nail down concepts by aligning them to stories or making up stories about them,” he said.\u003c/p>\n\u003cp>Fruchter used to teach English, but in the 1990s, while working at School for a Physical City -- one of New York City’s New Vision schools -- he was asked to step in and teach math. He ended up teaching a double period of English and math, but rather than splitting the two subjects up, he used one to support the other.\u003c/p>\n\u003cp>“I chose books that I knew would give us the mathematical framework to jump off from,” Fruchter said. “Instead of talking about the math concepts from completely abstract or theoretical concepts, I’d say, ‘Hey we’re reading this book.’ ”\u003c/p>\n\u003caside class=\"pullquote alignright\">'This is a live literary experience in which the story itself is embodying the concepts.'\u003ccite>Lev Fruchter, computer science teacher\u003c/cite>\u003c/aside>\n\u003cp>On the flip side, he has also taught students who love math and science the way it has traditionally been taught, and who don’t see the value in reading. He’s found that attitude to be more prevalent in the gifted and talented program than at other schools. But he insists kids who excel at calculating can still learn from the human life lessons in books, and may even understand them at a more fundamental level if the abstract ideas can be connected to the numbers and equations they love.\u003c/p>\n\u003cp>“They may not appreciate it now, but I know that the concepts and themes that are embedded in this fiction I’m having them read are important for this field,” Fruchter said.\u003c/p>\n\u003cp>When he talks to professional engineers, he often hears them lament the lack of communication skills among colleagues.\u003c/p>\n\u003cp>“One guy said engineers are lousy communicators because their education includes no training in fiction,” Fruchter said. “He was quite vocal about the need for people who study technical subjects to have some experience in some artistically crafted communication.”\u003c/p>\n\u003cp>\u003cstrong>THE LADY, OR THE TIGER?\u003c/strong>\u003c/p>\n\u003cp>One of Fruchter’s \u003ca href=\"http://www.storycode.info/sample-lesson\" target=\"_blank\">favorite stories to teach in computer science\u003c/a> is Frank Stockton’s short story, \u003ca href=\"http://www.english-literature.uni-bayreuth.de/en/teaching/documents/courses/Stockton1.pdf\" target=\"_blank\">“The Lady, or the Tiger?”\u003c/a> The story is about a mythical kingdom ruled by a whimsical king whose system of justice includes dropping lawbreakers into an arena where they must choose one of two doors. Behind one door is a man-eating tiger. Behind the other, a beautiful woman whom he must marry.\u003c/p>\n\u003cp>One day the king discovers his daughter is having an affair. He throws her lover into the pit. The lover looks up at the princess and sees that she knows which door contains the tiger. She indicates which door the man should choose, but the story ends before the reader discovers what was behind the door. The reader also learns that the princess is just as feisty as her father, so there’s a possibility she’s sending her lover to death so he won’t marry another woman.\u003c/p>\n\u003cp>“It’s an old-fashioned sexist story where the end comes down to the princess’ psychology,” Fruchter said. But he appreciates it for the way it beautifully mimics binary code. In computer language, this is a “one bit” story, meaning there are two possible versions and two possible endings. In a computer, the two endings would be expressed with either a one or a zero.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>When teaching, Fruchter changes the story’s ending to give the lover agency. Now the story is a “two bit” problem. The lover can either trust or mistrust the princess, and the princess can either save or doom her lover. Now there are four possible endings to the story. Fruchter then adds another character to the story: the man holding the tiger behind the door. Presumably, the princess talked to this man to find out what door he would be behind. But what if he’s been in love with the princess his whole life and can either choose to tell her the truth or a lie? Now the story is a “three bit” problem.\u003c/p>\n\u003cp>“Instead of doing it abstractly with ones and zeros, this is a live literary experience in which the story itself is embodying the concepts,” Fruchter said. And to be clear, while he’s spinning this story, there’s no discussion of ones and zeros, or bits. The class is focused on discussing the possible outcomes of the characters, their motivations and conclusions.\u003c/p>\n\u003cp>Fruchter often asks students to write their own versions of the story, making sure to be clear about what each character chooses. Later they talk about other possible endings and calculate the versions. Fruchter says there are three main ways to solve the problem: brute force, using a tree diagram to show branching possibilities, and recognizing that the situation represents the function of the number of options raised to the number of choices. So this “three bit” problem has eight solutions (two options raised to the power of three characters equals eight.)\u003c/p>\n\u003cp>In this one combination of literature and math, Fruchter has hit on many learning standards. Students are reading and interpreting literature, writing creatively, interpreting a math problem in multiple ways, showing solutions in various ways, using functions and factoring.\u003c/p>\n\u003cp>“It touches so many standards that it’s a real challenge to come up with a way to list them all,” Fruchter said.\u003c/p>\n\u003cp>This approach to teaching computer science probably wouldn’t work for the most sophisticated students, Fruchter admits. But for kids who aren’t sure they’re even interested in STEM subjects, teaching through fiction is the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\" target=\"_blank\">interdisciplinary connector\u003c/a> that could make it all make sense.\u003c/p>\n\u003cp>The students in his classes pass or fail based on the strength of the programs they write. But he finds that many kids with learning difficulties or who have struggled in other classes stay in the game longer when they have a narrative entry point. They can use their understanding of the story to try to puzzle their way through the math.\u003c/p>\n\u003cp>\u003cstrong>STEM FICTION IDEAS\u003c/strong>\u003c/p>\n\u003cp>Fruchter has worked to put what's he has learned about teaching computer programming with fiction into a curriculum called \u003ca href=\"http://www.storycode.info/\" target=\"_blank\">StoryCode\u003c/a>. He classifies STEM fiction into three categories: explicit, science fiction and implicit STEM texts.\u003c/p>\n\u003cp>\u003cstrong>Explicit STEM texts\u003c/strong> are novels like \"Moby Dick,\" where there’s a lot to learn about marine biology and ecology already embedded in the story. For younger students, \"Little House on the Prairie\" might fall into this category, with all its descriptions of practical engineering projects. Fruchter finds these useful, but a lot of reading without much STEM payoff.\u003c/p>\n\u003cp>\u003cstrong>Science Fiction texts\u003c/strong> are fertile ground for discussion because they usually involve a mostly rationale world with one irrational scientific change upon which the whole future of humanity rests. For example, Madeleine L’Engle’s book, \"A Wind in the Door,\" takes the reader inside the mitochondria of a character to battle a microscopic plague. Along the way, readers learn a lot about what mitochondria really do in the body.\u003c/p>\n\u003cp>\u003cstrong>Implicit STEM texts\u003c/strong> are ones where the literary action is a metaphor for the operation of scientific principle, like binary and “The Lady, or the Tiger?” Fruchter teaches Ursula Le Guin’s \"A Wizard of Earthsea\" because magic functions in the book in almost identical ways to the how CSS and HTML work. He also likes Dashiell Hammett's famous detective novel \"The Maltese Falcon\" and \"Mind of My Mind\" by Octavia Butler, a book where psychics take over the world. Fruchter says Butler’s book is an embodiment of the proper way to write an object-oriented program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When you can call a line of code a spell, then you are getting somewhere,” Fruchter said. After all, isn't computer code basically modern magic?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39949/could-storytelling-be-the-secret-sauce-to-stem-education","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_557","mindshift_20646","mindshift_20784","mindshift_20516","mindshift_1040","mindshift_499","mindshift_391"],"featImg":"mindshift_39951","label":"mindshift"},"mindshift_39095":{"type":"posts","id":"mindshift_39095","meta":{"index":"posts_1591205157","site":"mindshift","id":"39095","score":null,"sort":[1422455502000]},"guestAuthors":[],"slug":"no-tech-board-games-that-teach-coding-skills-to-young-children","title":"No-Tech Board Games That Teach Coding Skills to Young Children","publishDate":1422455502,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_39102\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/no-tech-board-games-that-teach-coding-skills-to-young-children/robot-turtles-2/\" rel=\"attachment wp-att-39102\">\u003cimg class=\"size-full wp-image-39102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Robot-Turtles-2.gif\" alt='Cards program \"Robot Turtles\" to blast, turn or proceed to their destination. (Courtesy of Matthew Farber) ' width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Cards program \"Robot Turtles\" to blast, turn or proceed to their destination. (Courtesy of Matthew Farber)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"http://www.matthewfarber.com/\">Matthew Farber\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Thanks in part to STEM education initiatives and the tech boom, coding in the classroom has become more ubiquitous. Computer programming tasks students to persistently work to solve problems by thinking logically. What’s more, learning how to code is a desired 21st century career skill.\u003c/p>\n\u003cp>There are several \u003ca href=\"http://ww2.kqed.org/mindshift/2014/11/the-mindshift-guide-to-digital-games-and-learning/\">digital games\u003c/a> designed for kids as young as 5 that turn coding into a fun activity, such as \u003ca href=\"https://www.kodable.com\">Kodable\u003c/a> and \u003ca href=\"http://www.scratchjr.org\">Scratch Jr.\u003c/a> But some game designers are going further back to programming’s fundamentals by creating physical games that can’t be found in any app store.\u003c/p>\n\u003cp>[contextly_sidebar id=\"FbVeUCt3wzV8WsFvxkZZUuA2daIcpenx\"]\u003c/p>\n\u003cp>One tabletop game is \u003ca href=\"http://codemonkeyplanet.com\">Code Monkey Island\u003c/a>. It features sequencing and looping statements printed on playable cards. In effect, the cards are the language; choosing correct conditional statements correctly can leads to victory.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another board game that captured imaginations, and major crowdfunding on \u003ca href=\"https://www.kickstarter.com/projects/danshapiro/robot-turtles-the-board-game-for-little-programmer\">Kickstarter\u003c/a>, is \u003ca href=\"http://www.thinkfun.com/robotturtles/\">\u003cem>Robot Turtles\u003c/em>\u003c/a>, which teaches basic coding concepts to preschoolers. Unlike other children’s games (think: \u003cem>Candyland, Chutes and Ladders\u003c/em>), the mechanic of play does not rely on luck. All cards are face up and the players work together cooperatively to win.\u003c/p>\n\u003cp>A child can build cognitive skills by playing \u003cem>Robot Turtles\u003c/em> because when a child plays, or “programs,” a card, he or she is applying logic, according to Bill Ritchie, CEO of ThinkFun, which published the game. “\u003cem>Robot Turtles\u003c/em> is a great example of what coding means for a preschooler,” Ritchie explained. “It is about sequencing instruction by instruction, and then being able to recognize the consequences. It’s a mental framework that is appropriate for a preschooler.” In other words, \u003cem>Robot Turtles \u003c/em>helps growing minds think about thinking.\u003c/p>\n\u003cp>\u003cstrong>Why Teach Coding?\u003c/strong>\u003c/p>\n\u003cp>Teaching children how to code is not new; it dates back to the 1970s and 1980s. Most notable, perhaps, are the initiatives from MIT professor Seymour Papert. His MIT lab helped bring the \u003ca href=\"http://www.logofoundation.org\">Logo language\u003c/a> into schools. In Logo, users programmed a graphical turtle on a computer’s screen. This exemplified Papert’s notion of \u003cem>constructionism\u003c/em>, the learning theory that can be summed up as “learn by making.”\u003c/p>\n\u003cp>Although the Logo language may seem crude by today’s standards, its powerful ideas still resonate. Programming a computer meant that the learner created his or her own working system. Students were learning how to think. In fact, the Logo initiative lives on — it evolved to the visual, interlocking brick language today called \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a>, which was followed up with Scratch Jr.\u003c/p>\n\u003cp>\u003cstrong>Setting up the Game\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_39129\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"https://www.flickr.com/photos/erikbenson/16369643425\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Robot-Turtles-Board-300x300.gif\" alt=\"Flickr/Buster Benson\" width=\"300\" height=\"300\" class=\"size-medium wp-image-39129\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/Buster Benson\u003c/figcaption>\u003c/figure>\n\u003cp>To start the game, the adult (parent or teacher) — known as the “Turtle Mover” -- places the Robot Turtle Card at the start square and then places the Jewel Card (the goal of the turtle’s quest) elsewhere on the board. The Turtle Mover is the only one allowed to move the turtle. He or she also provides feedback by making beeping sounds. The child — or “Turtle Master” — then selects forward, left or right directional playing cards, which serve as commands to advance the turtle to the jewel.\u003c/p>\n\u003cp>When a child wins — or “levels up” — in \u003cem>Robot Turtles\u003c/em>, additional challenges “unlock.” Obstacles include stone and ice walls, as well as wooden crates. More complex game cards include Function Frogs, which can be “coded” to repeat a series of programmed instructions. In essence, the adult is the computer to the child programmer.\u003c/p>\n\u003cp>\u003cstrong>Solving Problems Together\u003c/strong>\u003c/p>\n\u003cp>Entrepreneur \u003ca href=\"http://www.danshapiro.com/blog/\">Dan Shapiro\u003c/a> invented\u003cem> Robot Turtles\u003c/em> because he grew frustrated whenever he played board games, along with his two young children. “One of the things that led to \u003cem>Robot Turtles \u003c/em>was because [children’s] games give parents an unfair advantage,” Shapiro said. “Either the parent wins over and over again or they end up throwing the match. Part of the inspiration for \u003cem>Robot Turtles \u003c/em>was to create a game where parents and kids could come to it at their own level; the parents do one thing and the kids do a different thing.”\u003c/p>\n\u003cp>Meaningful social cooperation between parent and child superseded Shapiro’s desire to teach coding skills. “The interaction would be something really magical,” he continued. “It [\u003cem>Robot Turtles’ \u003c/em>creation] didn’t come about because I wanted to teach kids to program; it came about because I wanted a fun way for kids and parents to interact.”\u003c/p>\n\u003cp>Any programmer will tell you that coding a computer is more than entering lines of instructions. When a programmer clicks “run,” the results may fail. The next step is “debugging” — the often painstaking process of error-checking code. Debugging until a solution is found is similar to the 21st century competency of design thinking: trial and error based on a challenge.\u003c/p>\n\u003cp>In \u003cem>Robot Turtles, \u003c/em>when the child gives an adult a “wrong” card — for example, a move that takes the turtle off of the game’s board — an opportunity to learn emerges. Ritchie explained, “If a child puts down a bad set of cards, then the parent has an obligation to allow the child to own the responsibility. The child then has to make the decision to debug and to change.”\u003c/p>\n\u003cp>Rather than correcting a child’s mistake, the adult is instructed to simply make a beeping sound. The child Turtle Master can then tap on the “Bug Card,” a round card adorned with a ladybug. After announcing “Debug,” the child can adjust his or her set of commands. Here, failure becomes iteration.\u003c/p>\n\u003cp>“If you ask me the one thing I want my kids to feel about learning, it is that you cannot be afraid to try things and see what happens,” Shapiro said. “It was crucial for me to build that [debugging] into the game — more than the skill of learning about computers. The ability to undo the last move — with no penalty or loss of points — where you just try something and then try again, really gets into the heart of the educational mission of the game. It’s not about learning how to program. It’s about learning how to learn.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=RHjB9XQodzE&w=560&h=315]\u003c/p>\n\n","blocks":[],"excerpt":"Programming for young children gets pared down to its analog basics in several board games that teach sequences of commands. ","status":"publish","parent":0,"modified":1422463427,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1095},"headData":{"title":"No-Tech Board Games That Teach Coding Skills to Young Children | KQED","description":"Programming for young children gets pared down to its analog basics in several board games that teach sequences of commands. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"No-Tech Board Games That Teach Coding Skills to Young Children","datePublished":"2015-01-28T14:31:42.000Z","dateModified":"2015-01-28T16:43:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39095 http://blogs.kqed.org/mindshift/?p=39095","disqusUrl":"https://ww2.kqed.org/mindshift/2015/01/28/no-tech-board-games-that-teach-coding-skills-to-young-children/","disqusTitle":"No-Tech Board Games That Teach Coding Skills to Young Children","path":"/mindshift/39095/no-tech-board-games-that-teach-coding-skills-to-young-children","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39102\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/no-tech-board-games-that-teach-coding-skills-to-young-children/robot-turtles-2/\" rel=\"attachment wp-att-39102\">\u003cimg class=\"size-full wp-image-39102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Robot-Turtles-2.gif\" alt='Cards program \"Robot Turtles\" to blast, turn or proceed to their destination. (Courtesy of Matthew Farber) ' width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Cards program \"Robot Turtles\" to blast, turn or proceed to their destination. (Courtesy of Matthew Farber)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"http://www.matthewfarber.com/\">Matthew Farber\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Thanks in part to STEM education initiatives and the tech boom, coding in the classroom has become more ubiquitous. Computer programming tasks students to persistently work to solve problems by thinking logically. What’s more, learning how to code is a desired 21st century career skill.\u003c/p>\n\u003cp>There are several \u003ca href=\"http://ww2.kqed.org/mindshift/2014/11/the-mindshift-guide-to-digital-games-and-learning/\">digital games\u003c/a> designed for kids as young as 5 that turn coding into a fun activity, such as \u003ca href=\"https://www.kodable.com\">Kodable\u003c/a> and \u003ca href=\"http://www.scratchjr.org\">Scratch Jr.\u003c/a> But some game designers are going further back to programming’s fundamentals by creating physical games that can’t be found in any app store.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>One tabletop game is \u003ca href=\"http://codemonkeyplanet.com\">Code Monkey Island\u003c/a>. It features sequencing and looping statements printed on playable cards. In effect, the cards are the language; choosing correct conditional statements correctly can leads to victory.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another board game that captured imaginations, and major crowdfunding on \u003ca href=\"https://www.kickstarter.com/projects/danshapiro/robot-turtles-the-board-game-for-little-programmer\">Kickstarter\u003c/a>, is \u003ca href=\"http://www.thinkfun.com/robotturtles/\">\u003cem>Robot Turtles\u003c/em>\u003c/a>, which teaches basic coding concepts to preschoolers. Unlike other children’s games (think: \u003cem>Candyland, Chutes and Ladders\u003c/em>), the mechanic of play does not rely on luck. All cards are face up and the players work together cooperatively to win.\u003c/p>\n\u003cp>A child can build cognitive skills by playing \u003cem>Robot Turtles\u003c/em> because when a child plays, or “programs,” a card, he or she is applying logic, according to Bill Ritchie, CEO of ThinkFun, which published the game. “\u003cem>Robot Turtles\u003c/em> is a great example of what coding means for a preschooler,” Ritchie explained. “It is about sequencing instruction by instruction, and then being able to recognize the consequences. It’s a mental framework that is appropriate for a preschooler.” In other words, \u003cem>Robot Turtles \u003c/em>helps growing minds think about thinking.\u003c/p>\n\u003cp>\u003cstrong>Why Teach Coding?\u003c/strong>\u003c/p>\n\u003cp>Teaching children how to code is not new; it dates back to the 1970s and 1980s. Most notable, perhaps, are the initiatives from MIT professor Seymour Papert. His MIT lab helped bring the \u003ca href=\"http://www.logofoundation.org\">Logo language\u003c/a> into schools. In Logo, users programmed a graphical turtle on a computer’s screen. This exemplified Papert’s notion of \u003cem>constructionism\u003c/em>, the learning theory that can be summed up as “learn by making.”\u003c/p>\n\u003cp>Although the Logo language may seem crude by today’s standards, its powerful ideas still resonate. Programming a computer meant that the learner created his or her own working system. Students were learning how to think. In fact, the Logo initiative lives on — it evolved to the visual, interlocking brick language today called \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a>, which was followed up with Scratch Jr.\u003c/p>\n\u003cp>\u003cstrong>Setting up the Game\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_39129\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"https://www.flickr.com/photos/erikbenson/16369643425\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Robot-Turtles-Board-300x300.gif\" alt=\"Flickr/Buster Benson\" width=\"300\" height=\"300\" class=\"size-medium wp-image-39129\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/Buster Benson\u003c/figcaption>\u003c/figure>\n\u003cp>To start the game, the adult (parent or teacher) — known as the “Turtle Mover” -- places the Robot Turtle Card at the start square and then places the Jewel Card (the goal of the turtle’s quest) elsewhere on the board. The Turtle Mover is the only one allowed to move the turtle. He or she also provides feedback by making beeping sounds. The child — or “Turtle Master” — then selects forward, left or right directional playing cards, which serve as commands to advance the turtle to the jewel.\u003c/p>\n\u003cp>When a child wins — or “levels up” — in \u003cem>Robot Turtles\u003c/em>, additional challenges “unlock.” Obstacles include stone and ice walls, as well as wooden crates. More complex game cards include Function Frogs, which can be “coded” to repeat a series of programmed instructions. In essence, the adult is the computer to the child programmer.\u003c/p>\n\u003cp>\u003cstrong>Solving Problems Together\u003c/strong>\u003c/p>\n\u003cp>Entrepreneur \u003ca href=\"http://www.danshapiro.com/blog/\">Dan Shapiro\u003c/a> invented\u003cem> Robot Turtles\u003c/em> because he grew frustrated whenever he played board games, along with his two young children. “One of the things that led to \u003cem>Robot Turtles \u003c/em>was because [children’s] games give parents an unfair advantage,” Shapiro said. “Either the parent wins over and over again or they end up throwing the match. Part of the inspiration for \u003cem>Robot Turtles \u003c/em>was to create a game where parents and kids could come to it at their own level; the parents do one thing and the kids do a different thing.”\u003c/p>\n\u003cp>Meaningful social cooperation between parent and child superseded Shapiro’s desire to teach coding skills. “The interaction would be something really magical,” he continued. “It [\u003cem>Robot Turtles’ \u003c/em>creation] didn’t come about because I wanted to teach kids to program; it came about because I wanted a fun way for kids and parents to interact.”\u003c/p>\n\u003cp>Any programmer will tell you that coding a computer is more than entering lines of instructions. When a programmer clicks “run,” the results may fail. The next step is “debugging” — the often painstaking process of error-checking code. Debugging until a solution is found is similar to the 21st century competency of design thinking: trial and error based on a challenge.\u003c/p>\n\u003cp>In \u003cem>Robot Turtles, \u003c/em>when the child gives an adult a “wrong” card — for example, a move that takes the turtle off of the game’s board — an opportunity to learn emerges. Ritchie explained, “If a child puts down a bad set of cards, then the parent has an obligation to allow the child to own the responsibility. The child then has to make the decision to debug and to change.”\u003c/p>\n\u003cp>Rather than correcting a child’s mistake, the adult is instructed to simply make a beeping sound. The child Turtle Master can then tap on the “Bug Card,” a round card adorned with a ladybug. After announcing “Debug,” the child can adjust his or her set of commands. Here, failure becomes iteration.\u003c/p>\n\u003cp>“If you ask me the one thing I want my kids to feel about learning, it is that you cannot be afraid to try things and see what happens,” Shapiro said. “It was crucial for me to build that [debugging] into the game — more than the skill of learning about computers. The ability to undo the last move — with no penalty or loss of points — where you just try something and then try again, really gets into the heart of the educational mission of the game. It’s not about learning how to program. It’s about learning how to learn.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/RHjB9XQodzE'\n title='//www.youtube.com/embed/RHjB9XQodzE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39095/no-tech-board-games-that-teach-coding-skills-to-young-children","authors":["4354"],"categories":["mindshift_195","mindshift_20639"],"tags":["mindshift_20809","mindshift_981","mindshift_20784","mindshift_1040","mindshift_548","mindshift_499"],"featImg":"mindshift_39102","label":"mindshift"},"mindshift_38659":{"type":"posts","id":"mindshift_38659","meta":{"index":"posts_1591205157","site":"mindshift","id":"38659","score":null,"sort":[1418308375000]},"guestAuthors":[],"slug":"when-is-a-teen-ready-to-teach-computer-coding-skills","title":"How a Teen Knew She was Ready to Teach Computer Coding Skills","publishDate":1418308375,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38665\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/KhodeUp-table.gif\">\u003cimg class=\"size-full wp-image-38665\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/KhodeUp-table.gif\" alt=\"Courtesy of Ming Horn\" width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Ming Horn\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Diplomas, certificates and accreditation are just some of the indicators that let aspiring educators know they’re ready to teach. But what happens when your passion gets ahead of your level of experience? Ming Horn was debating her sense of readiness earlier this year when she set out on an ambitious plan to teach code to teens at the Future Light Orphanage in Cambodia. Horn, then a junior at Berkeley High School in California, had never taught a classroom of students, nor did she have any fluency in Khmer. What she did have, however, was her experience as a learner.\u003c/p>\n\u003cp>“I don’t know how computer science classes are taught, but I know how I learn — project-based, experimental, asking people in the community,” she told an audience this week at the \u003ca href=\"http://www.bigideasfest.org/content/ming-horn\">Big Ideas Fest\u003c/a> hosted by ISKME. “My time was spent writing pitches, emailing people, developing the curriculum and learning on the fly.” Pulling off this project “was not about your coding skills, but really about your organization.”\u003c/p>\n\u003cfigure id=\"attachment_38690\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Ming-Horn.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Ming-Horn-140x140.gif\" alt=\"Courtesy of Ming Horn\" width=\"140\" height=\"140\" class=\"size-thumbnail wp-image-38690\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Ming Horn\u003c/figcaption>\u003c/figure>\n\u003cp>She had a lot to organize and deliver last summer after launching \u003ca href=\"https://www.indiegogo.com/projects/khodeup#home\">KhodeUp\u003c/a> on the crowdfunding site Indiegogo. The project raised more than $5,000 above her $15,000 goal to fund laptops for 20 to 30 teens, Internet connections and travel. KhodeUp was designed as a four-week course for teenage orphans in Cambodia to learn HTML, CSS, Javascript and Adobe Photoshop and Illustrator. Those programming skills could help improve the standard of living for the orphans by giving them the basics for well-paying tech jobs as opposed to the lower wages of the garment or hospitality industry.\u003c/p>\n\u003cp>For their final projects, students modeled the process of taking client input and applying it to website designs. \"One of my students ended up integrating code that I had never taught him,\" said Horn. \"He had learned how to learn by himself.\" Students designed and built working websites by the end of the course. Graduates of the program were able to keep the laptops and could apply for funding for future projects.\u003c/p>\n\u003cp class=\"p1\">\"Much of the learning will happen after I leave,\" Horn said. \"My plan was to give them the basics, but really point them to the basics they need to continue the learning.\"\u003c/p>\n\u003cfigure id=\"attachment_38662\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/KhodeUp-certificate.gif\">\u003cimg class=\"size-full wp-image-38662\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/KhodeUp-certificate.gif\" alt=\"Courtesy of Ming Horn\" width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Ming Horn\u003c/figcaption>\u003c/figure>\n\u003cp>While some people might wait until they've at least graduated from high school, Horn felt ready to take the leap into teaching the class overseas for several reasons. First, resources available online allow motivated individuals to find necessary tools. She also had encouragement from a teacher she met, Jen Selby, at a \u003ca href=\"http://girlswhocode.com/programs/\">Girls Who Code\u003c/a> summer session in 2013. When Horn shared her idea for the program, her teacher said, “All you need to do is try. You don’t need to be an expert.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But of course, there would be growing pains.\u003c/p>\n\u003cp>\"My first day was really scary,\" said Horn. \"I was really nervous about what the students would think.\"\u003c/p>\n\u003cp>Despite being the teacher, Horn, then 16 years old, was the second-youngest person in the class of 24 students and one translator. She didn't know the language, and that altered how she had intended to teach the students.\u003c/p>\n\u003cp>\"I threw out my game plan halfway through the first week. I still followed the same structure but I stopped using the [PowerPoint] slides and [started] doing examples of what was on the slides and not talking as much.\"\u003c/p>\n\u003cp>She began teaching mostly by demonstrating her process of coding. \"When you code, even if you’re super experienced, you make mistakes all the time. I had to get comfortable with the fact that they would see me make mistakes.” What surprised her most about teaching code to the students was that everyone was comfortable making mistakes and asking for help. That was in contrast to what Horn experienced in the United States, where her peers were more reluctant to show those vulnerabilities.\u003c/p>\n\u003cp class=\"p1\">\"Everybody was a beginner, and that creates a much more safe environment to make mistakes.\"\u003c/p>\n\u003cfigure id=\"attachment_38664\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Copy-of-Me-and-my-brother-1st-grade-at-Angkor-Wat.jpg\">\u003cimg class=\"size-full wp-image-38664\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Copy-of-Me-and-my-brother-1st-grade-at-Angkor-Wat.jpg\" alt=\"Ming Horn with her brother on a visit to Angkor Wat when she was in the first grade. (Courtesy of Ming Horn)\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/Copy-of-Me-and-my-brother-1st-grade-at-Angkor-Wat.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/Copy-of-Me-and-my-brother-1st-grade-at-Angkor-Wat-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/Copy-of-Me-and-my-brother-1st-grade-at-Angkor-Wat-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/Copy-of-Me-and-my-brother-1st-grade-at-Angkor-Wat-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/Copy-of-Me-and-my-brother-1st-grade-at-Angkor-Wat-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/Copy-of-Me-and-my-brother-1st-grade-at-Angkor-Wat-320x240.jpg 320w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ming Horn with her brother on a visit to Angkor Wat when she was in the first grade. (Courtesy of Ming Horn)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">\u003cstrong>Why KhodeUp in Cambodia?\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">When Ming Horn sees the kids at the orphanage, she sees the reflection of of a life that could have been hers. She was adopted as a toddler from China and her brother was adopted from Cambodia. Her brother has family members in Cambodia and Horn's family visits them regularly. It was during a trip in 2013 that she met her cousin's friend, who wanted to pursue computer science but didn't have the resources.\u003c/p>\n\u003cp class=\"p1\">\"I’ve always had this sense that I could have easily ended up staying in one of those orphanages my whole life. Having been afforded the opportunity to code since first grade and explore all of those passions of mine, I've always been looking for a way to give back to kids that really are not that different from me.”\u003c/p>\n\u003cp class=\"p1\">Now in her senior year, she's exploring possibilities for KhodeUp, which include finding more funding for teaching future coding courses at the orphanage.\u003c/p>\n\u003cp>[vimeo 94481420 w=500 h=281]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/94481420\">KhodeUp\u003c/a> from \u003ca href=\"http://vimeo.com/khodeup\">KhodeUp\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"A high school junior decided to let her favorite ways to learn guide her when she became the teacher at an orphanage in Cambodia.","status":"publish","parent":0,"modified":1418308984,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":908},"headData":{"title":"How a Teen Knew She was Ready to Teach Computer Coding Skills | KQED","description":"A high school junior decided to let her favorite ways to learn guide her when she became the teacher at an orphanage in Cambodia.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How a Teen Knew She was Ready to Teach Computer Coding Skills","datePublished":"2014-12-11T14:32:55.000Z","dateModified":"2014-12-11T14:43:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38659 http://blogs.kqed.org/mindshift/?p=38659","disqusUrl":"https://ww2.kqed.org/mindshift/2014/12/11/when-is-a-teen-ready-to-teach-computer-coding-skills/","disqusTitle":"How a Teen Knew She was Ready to Teach Computer Coding Skills","path":"/mindshift/38659/when-is-a-teen-ready-to-teach-computer-coding-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38665\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/KhodeUp-table.gif\">\u003cimg class=\"size-full wp-image-38665\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/KhodeUp-table.gif\" alt=\"Courtesy of Ming Horn\" width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Ming Horn\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Diplomas, certificates and accreditation are just some of the indicators that let aspiring educators know they’re ready to teach. But what happens when your passion gets ahead of your level of experience? Ming Horn was debating her sense of readiness earlier this year when she set out on an ambitious plan to teach code to teens at the Future Light Orphanage in Cambodia. Horn, then a junior at Berkeley High School in California, had never taught a classroom of students, nor did she have any fluency in Khmer. What she did have, however, was her experience as a learner.\u003c/p>\n\u003cp>“I don’t know how computer science classes are taught, but I know how I learn — project-based, experimental, asking people in the community,” she told an audience this week at the \u003ca href=\"http://www.bigideasfest.org/content/ming-horn\">Big Ideas Fest\u003c/a> hosted by ISKME. “My time was spent writing pitches, emailing people, developing the curriculum and learning on the fly.” Pulling off this project “was not about your coding skills, but really about your organization.”\u003c/p>\n\u003cfigure id=\"attachment_38690\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Ming-Horn.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Ming-Horn-140x140.gif\" alt=\"Courtesy of Ming Horn\" width=\"140\" height=\"140\" class=\"size-thumbnail wp-image-38690\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Ming Horn\u003c/figcaption>\u003c/figure>\n\u003cp>She had a lot to organize and deliver last summer after launching \u003ca href=\"https://www.indiegogo.com/projects/khodeup#home\">KhodeUp\u003c/a> on the crowdfunding site Indiegogo. The project raised more than $5,000 above her $15,000 goal to fund laptops for 20 to 30 teens, Internet connections and travel. KhodeUp was designed as a four-week course for teenage orphans in Cambodia to learn HTML, CSS, Javascript and Adobe Photoshop and Illustrator. Those programming skills could help improve the standard of living for the orphans by giving them the basics for well-paying tech jobs as opposed to the lower wages of the garment or hospitality industry.\u003c/p>\n\u003cp>For their final projects, students modeled the process of taking client input and applying it to website designs. \"One of my students ended up integrating code that I had never taught him,\" said Horn. \"He had learned how to learn by himself.\" Students designed and built working websites by the end of the course. Graduates of the program were able to keep the laptops and could apply for funding for future projects.\u003c/p>\n\u003cp class=\"p1\">\"Much of the learning will happen after I leave,\" Horn said. \"My plan was to give them the basics, but really point them to the basics they need to continue the learning.\"\u003c/p>\n\u003cfigure id=\"attachment_38662\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/KhodeUp-certificate.gif\">\u003cimg class=\"size-full wp-image-38662\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/KhodeUp-certificate.gif\" alt=\"Courtesy of Ming Horn\" width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Ming Horn\u003c/figcaption>\u003c/figure>\n\u003cp>While some people might wait until they've at least graduated from high school, Horn felt ready to take the leap into teaching the class overseas for several reasons. First, resources available online allow motivated individuals to find necessary tools. She also had encouragement from a teacher she met, Jen Selby, at a \u003ca href=\"http://girlswhocode.com/programs/\">Girls Who Code\u003c/a> summer session in 2013. When Horn shared her idea for the program, her teacher said, “All you need to do is try. You don’t need to be an expert.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But of course, there would be growing pains.\u003c/p>\n\u003cp>\"My first day was really scary,\" said Horn. \"I was really nervous about what the students would think.\"\u003c/p>\n\u003cp>Despite being the teacher, Horn, then 16 years old, was the second-youngest person in the class of 24 students and one translator. She didn't know the language, and that altered how she had intended to teach the students.\u003c/p>\n\u003cp>\"I threw out my game plan halfway through the first week. I still followed the same structure but I stopped using the [PowerPoint] slides and [started] doing examples of what was on the slides and not talking as much.\"\u003c/p>\n\u003cp>She began teaching mostly by demonstrating her process of coding. \"When you code, even if you’re super experienced, you make mistakes all the time. I had to get comfortable with the fact that they would see me make mistakes.” What surprised her most about teaching code to the students was that everyone was comfortable making mistakes and asking for help. That was in contrast to what Horn experienced in the United States, where her peers were more reluctant to show those vulnerabilities.\u003c/p>\n\u003cp class=\"p1\">\"Everybody was a beginner, and that creates a much more safe environment to make mistakes.\"\u003c/p>\n\u003cfigure id=\"attachment_38664\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Copy-of-Me-and-my-brother-1st-grade-at-Angkor-Wat.jpg\">\u003cimg class=\"size-full wp-image-38664\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Copy-of-Me-and-my-brother-1st-grade-at-Angkor-Wat.jpg\" alt=\"Ming Horn with her brother on a visit to Angkor Wat when she was in the first grade. (Courtesy of Ming Horn)\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/Copy-of-Me-and-my-brother-1st-grade-at-Angkor-Wat.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/Copy-of-Me-and-my-brother-1st-grade-at-Angkor-Wat-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/Copy-of-Me-and-my-brother-1st-grade-at-Angkor-Wat-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/Copy-of-Me-and-my-brother-1st-grade-at-Angkor-Wat-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/Copy-of-Me-and-my-brother-1st-grade-at-Angkor-Wat-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/Copy-of-Me-and-my-brother-1st-grade-at-Angkor-Wat-320x240.jpg 320w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ming Horn with her brother on a visit to Angkor Wat when she was in the first grade. (Courtesy of Ming Horn)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">\u003cstrong>Why KhodeUp in Cambodia?\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">When Ming Horn sees the kids at the orphanage, she sees the reflection of of a life that could have been hers. She was adopted as a toddler from China and her brother was adopted from Cambodia. Her brother has family members in Cambodia and Horn's family visits them regularly. It was during a trip in 2013 that she met her cousin's friend, who wanted to pursue computer science but didn't have the resources.\u003c/p>\n\u003cp class=\"p1\">\"I’ve always had this sense that I could have easily ended up staying in one of those orphanages my whole life. Having been afforded the opportunity to code since first grade and explore all of those passions of mine, I've always been looking for a way to give back to kids that really are not that different from me.”\u003c/p>\n\u003cp class=\"p1\">Now in her senior year, she's exploring possibilities for KhodeUp, which include finding more funding for teaching future coding courses at the orphanage.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"500","h":"281","label":"94481420"},"numeric":["94481420"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/94481420\">KhodeUp\u003c/a> from \u003ca href=\"http://vimeo.com/khodeup\">KhodeUp\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38659/when-is-a-teen-ready-to-teach-computer-coding-skills","authors":["4596"],"categories":["mindshift_193"],"tags":["mindshift_981","mindshift_20784","mindshift_1040","mindshift_20791","mindshift_20592","mindshift_499"],"featImg":"mindshift_38666","label":"mindshift"},"mindshift_38353":{"type":"posts","id":"mindshift_38353","meta":{"index":"posts_1591205157","site":"mindshift","id":"38353","score":null,"sort":[1415715808000]},"guestAuthors":[],"slug":"what-can-programmers-and-writers-learn-from-one-another","title":"What Can Programmers and Writers Learn From One Another?","publishDate":1415715808,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38284\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Simona-Math.gif\">\u003cimg class=\"size-large wp-image-38284\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Simona-Math-640x360.gif\" alt=\"Simona/Flickr\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Simona/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Proponents of stronger computer science and programming courses in schools generally focus on the usefulness of those skills in today’s world. Some argue that computer programming should be offered instead of a foreign language requirement, while others say it’s crucial to engineering and robotics. Rarely is coding considered a complement to the English curriculum. But what if learning to code could also make students better writers?\u003c/p>\n\u003cp>There are more similarities between coding and prose than meet the eye. “The interesting thing about writing code is you don’t really write code for the machine,” said Vikram Chandra, a professor of creative writing at UC Berkeley and author of \u003ca href=\"http://www.nytimes.com/2014/08/24/books/review/geek-sublime-by-vikram-chandra.html\" target=\"_blank\">\"Geek Sublime,\"\u003c/a> on \u003ca href=\"http://www.kqed.org/a/forum/R201410211000\" target=\"_blank\">KQED's \u003cem>Forum\u003c/em>\u003c/a>. “That’s almost an incidental byproduct. Who you really write code for is all the programmers in the future who will try to fix it, extend it and debug it.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When I give you a piece of text to read, I’m handing you a script that you will run inside your own brain, that you will perform inside your own brain, and that will transform you.'\u003c/aside>\n\u003cp>A famous programmer, Donald Knuth, championed the idea of “literate programming,” the idea that code should be written for humans, not just machines. Knuth compared the programmer with an essayist, Chandra said, paraphrasing his argument. “Somebody who sits down with a thesaurus and tries to construct a script that is best for human understanding, not for computer understanding.”\u003c/p>\n\u003cp>And code, like powerful literature, can have a long shelf life. If it is well written, it can be built upon many times over. And poorly written code could still be the cornerstone of an important software program that no one understands. To Chandra, truly elegant code solves a problem simply and within the aesthetics of functionality. And therein lies the difference between code and an art form like writing.\u003c/p>\n\u003cp>“Making something beautiful is not the same thing as being an artist,” Chandra said. “There is a substantial difference in what you are trying to do with the beauty.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The difference lies in the intention behind each form of writing. Fiction tries to evoke emotion or illuminate a human truth, whereas good code strives to be as denotative as possible. If a line of code leaves something up to interpretation it is not doing its job. “Code has to be designed for change in the future,” Chandra said. Coding, unlike most fiction writing, is essentially collaborative in nature. If computer scientists can’t follow the effects of the code through the machine, it becomes incomprehensible -- a “big ball of mud,” in programmer lingo.\u003c/p>\n\u003cp>[contextly_sidebar id=\"rvcBWH6qv3du6dL08FVKEplqh6MXr8gm\"]\u003c/p>\n\u003cp>Chandra is clear that while code can be elegantly written and even beautiful in form, it does not reach the level of art. “I think you become an artist by making an object that rewards contemplation outside of functionality,” Chandra said. A poem is powerful both in what it says and what is left out; it requires the participation of the reader. “If you introduce ambiguity into code, you’re setting up a potential disaster,” Chandra said.\u003c/p>\n\u003cp>Still, as both a writer and an amateur computer programmer, Chandra sees parallels that might help blossoming writers and coders learn from one another. “When I’m writing a novel and when I’m writing code, I can see certain analogies,” he said. “For example, the composition of complexity by building simple objects and putting them together.”\u003c/p>\n\u003cp>In a work of fiction, the narrative and thematic structures are built upon paragraphs, composed of sentences, made of words. Code isn’t so different, except it has to be easier to break apart. “Each little piece of code that you write has one function that you can then test,” Chandra said. “And then you compose all these small bits of functionality to make greater functionality. It’s like putting together a mosaic or a jigsaw puzzle, but the jigsaw puzzle has to come apart very easily and then allow the replacement of some of the parts with newer parts.”\u003c/p>\n\u003cp>\u003cstrong>EARLY STAGES\u003c/strong>\u003c/p>\n\u003cp>The digital world has come a long way in the last 40 years, but in many ways it still imitates analog equivalents, especially when it comes to education materials. E-books exist, but they are just that -- electronic books -- a digital form of a concept that has been around for centuries. The first books printed after the advent of the printing press looked a lot like manuscripts until people began to experiment more liberally with the new form.\u003c/p>\n\u003cp>Similarly, Chandra believes humans are still at the beginning of the code revolution. Programmers and users are still imitating what came before, and haven’t even imagined all that could be in the future. “There are certain possibilities in making narrative within e-books, but I still don’t have the tools to do it yet. It’s too difficult,” Chandra said as one example. In another, perhaps one day lines of code will literally take a three-dimensional form, becoming sculpture.\u003c/p>\n\u003cp>One thing Chandra is sure of is that code is a type of language, based on the same logic as Sanskrit, and for the first time in history language can change the physical world. That’s something literature has been trying to do for a long time. Think about it like this, Chandra said: “When I give you a piece of text to read, I’m handing you a script that you will run inside your own brain, that you will perform inside your own brain, and that will transform you.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That might be just as good as transforming the physical world.\u003c/p>\n\n","blocks":[],"excerpt":"Simple, elegant solutions work, no matter the discipline.","status":"publish","parent":0,"modified":1415715808,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":986},"headData":{"title":"What Can Programmers and Writers Learn From One Another? | KQED","description":"Simple, elegant solutions work, no matter the discipline.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Can Programmers and Writers Learn From One Another?","datePublished":"2014-11-11T14:23:28.000Z","dateModified":"2014-11-11T14:23:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38353 http://blogs.kqed.org/mindshift/?p=38353","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/11/what-can-programmers-and-writers-learn-from-one-another/","disqusTitle":"What Can Programmers and Writers Learn From One Another?","path":"/mindshift/38353/what-can-programmers-and-writers-learn-from-one-another","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38284\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Simona-Math.gif\">\u003cimg class=\"size-large wp-image-38284\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Simona-Math-640x360.gif\" alt=\"Simona/Flickr\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Simona/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Proponents of stronger computer science and programming courses in schools generally focus on the usefulness of those skills in today’s world. Some argue that computer programming should be offered instead of a foreign language requirement, while others say it’s crucial to engineering and robotics. Rarely is coding considered a complement to the English curriculum. But what if learning to code could also make students better writers?\u003c/p>\n\u003cp>There are more similarities between coding and prose than meet the eye. “The interesting thing about writing code is you don’t really write code for the machine,” said Vikram Chandra, a professor of creative writing at UC Berkeley and author of \u003ca href=\"http://www.nytimes.com/2014/08/24/books/review/geek-sublime-by-vikram-chandra.html\" target=\"_blank\">\"Geek Sublime,\"\u003c/a> on \u003ca href=\"http://www.kqed.org/a/forum/R201410211000\" target=\"_blank\">KQED's \u003cem>Forum\u003c/em>\u003c/a>. “That’s almost an incidental byproduct. Who you really write code for is all the programmers in the future who will try to fix it, extend it and debug it.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When I give you a piece of text to read, I’m handing you a script that you will run inside your own brain, that you will perform inside your own brain, and that will transform you.'\u003c/aside>\n\u003cp>A famous programmer, Donald Knuth, championed the idea of “literate programming,” the idea that code should be written for humans, not just machines. Knuth compared the programmer with an essayist, Chandra said, paraphrasing his argument. “Somebody who sits down with a thesaurus and tries to construct a script that is best for human understanding, not for computer understanding.”\u003c/p>\n\u003cp>And code, like powerful literature, can have a long shelf life. If it is well written, it can be built upon many times over. And poorly written code could still be the cornerstone of an important software program that no one understands. To Chandra, truly elegant code solves a problem simply and within the aesthetics of functionality. And therein lies the difference between code and an art form like writing.\u003c/p>\n\u003cp>“Making something beautiful is not the same thing as being an artist,” Chandra said. “There is a substantial difference in what you are trying to do with the beauty.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The difference lies in the intention behind each form of writing. Fiction tries to evoke emotion or illuminate a human truth, whereas good code strives to be as denotative as possible. If a line of code leaves something up to interpretation it is not doing its job. “Code has to be designed for change in the future,” Chandra said. Coding, unlike most fiction writing, is essentially collaborative in nature. If computer scientists can’t follow the effects of the code through the machine, it becomes incomprehensible -- a “big ball of mud,” in programmer lingo.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Chandra is clear that while code can be elegantly written and even beautiful in form, it does not reach the level of art. “I think you become an artist by making an object that rewards contemplation outside of functionality,” Chandra said. A poem is powerful both in what it says and what is left out; it requires the participation of the reader. “If you introduce ambiguity into code, you’re setting up a potential disaster,” Chandra said.\u003c/p>\n\u003cp>Still, as both a writer and an amateur computer programmer, Chandra sees parallels that might help blossoming writers and coders learn from one another. “When I’m writing a novel and when I’m writing code, I can see certain analogies,” he said. “For example, the composition of complexity by building simple objects and putting them together.”\u003c/p>\n\u003cp>In a work of fiction, the narrative and thematic structures are built upon paragraphs, composed of sentences, made of words. Code isn’t so different, except it has to be easier to break apart. “Each little piece of code that you write has one function that you can then test,” Chandra said. “And then you compose all these small bits of functionality to make greater functionality. It’s like putting together a mosaic or a jigsaw puzzle, but the jigsaw puzzle has to come apart very easily and then allow the replacement of some of the parts with newer parts.”\u003c/p>\n\u003cp>\u003cstrong>EARLY STAGES\u003c/strong>\u003c/p>\n\u003cp>The digital world has come a long way in the last 40 years, but in many ways it still imitates analog equivalents, especially when it comes to education materials. E-books exist, but they are just that -- electronic books -- a digital form of a concept that has been around for centuries. The first books printed after the advent of the printing press looked a lot like manuscripts until people began to experiment more liberally with the new form.\u003c/p>\n\u003cp>Similarly, Chandra believes humans are still at the beginning of the code revolution. Programmers and users are still imitating what came before, and haven’t even imagined all that could be in the future. “There are certain possibilities in making narrative within e-books, but I still don’t have the tools to do it yet. It’s too difficult,” Chandra said as one example. In another, perhaps one day lines of code will literally take a three-dimensional form, becoming sculpture.\u003c/p>\n\u003cp>One thing Chandra is sure of is that code is a type of language, based on the same logic as Sanskrit, and for the first time in history language can change the physical world. That’s something literature has been trying to do for a long time. Think about it like this, Chandra said: “When I give you a piece of text to read, I’m handing you a script that you will run inside your own brain, that you will perform inside your own brain, and that will transform you.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That might be just as good as transforming the physical world.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38353/what-can-programmers-and-writers-learn-from-one-another","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_981","mindshift_20784","mindshift_1040","mindshift_499","mindshift_851"],"featImg":"mindshift_38284","label":"mindshift"},"mindshift_38010":{"type":"posts","id":"mindshift_38010","meta":{"index":"posts_1591205157","site":"mindshift","id":"38010","score":null,"sort":[1412629717000]},"guestAuthors":[],"slug":"the-forgotten-female-programmers-who-created-modern-tech","title":"The Forgotten Female Programmers Who Created Modern Tech","publishDate":1412629717,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38011\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/eniac_custom-7eaba4a5c8052fe96be32f65e5e0ad90cafea9db.jpg\">\u003cimg class=\"size-large wp-image-38011\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/eniac_custom-7eaba4a5c8052fe96be32f65e5e0ad90cafea9db-640x435.jpg\" alt=\"Jean Jennings (left) and Frances Bilas set up the ENIAC in 1946. Bilas is arranging the program settings on the Master Programmer. (Courtesy of University of Pennsylvania)\" width=\"640\" height=\"435\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jean Jennings (left) and Frances Bilas set up the ENIAC in 1946. Bilas is arranging the program settings on the Master Programmer. (Courtesy of University of Pennsylvania)\u003c/figcaption>\u003c/figure>\n\u003cp>If your image of a computer programmer is a young man, there's a good reason: It's true. Recently, many big tech companies revealed how few of their female employees worked in programming and technical jobs. Google had some of the highest rates: 17 percent of its technical staff is female.\u003c/p>\n\u003cp>It wasn't always this way. Decades ago, it was women who pioneered computer programming — but too often, that's a part of history that even the smartest people don't know.\u003c/p>\n\u003cp>I took a trip to ground zero for today's computer revolution, Stanford University, and randomly asked over a dozen students if they knew who were the first computer programmers. Almost none knew.\u003c/p>\n\u003cp>\"I'm in computer science,\" says a slightly embarrassed Stephanie Pham. \"This is so sad.\"\u003c/p>\n\u003cp>A few students, like Cheng Dao Fan, get close. \"It's a woman, probably,\" she says searching her mind for a name. \"It's not necessarily [an] electronic computer. I think it's more like a mechanic computer.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She's thinking of Ada Lovelace, also known as the Countess of Lovelace, born in 1815. Walter Isaacson begins his new book, \u003cem>The Innovators: How a Group of Hackers, Geniuses and Geeks Created the Digital Revolution\u003c/em>, with her story.\u003c/p>\n\u003cfigure id=\"attachment_38012\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/ada-lovelace_custom-36235be92c6df0badbde6aed459cadf598131dee.jpg\">\u003cimg class=\"size-medium wp-image-38012\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/ada-lovelace_custom-36235be92c6df0badbde6aed459cadf598131dee-300x375.jpg\" alt=\"Augusta Ada, Countess of Lovelace, was the daughter of poet Lord Byron. The computer language ADA was named after her in recognition of her pioneering work with Charles Babbagge. (Hulton Archive/Getty Images)\" width=\"300\" height=\"375\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Augusta Ada, Countess of Lovelace, was the daughter of poet Lord Byron. The computer language ADA was named after her in recognition of her pioneering work with Charles Babbagge. (Hulton Archive/Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>\"Ada Lovelace is Lord Byron's child, and her mother, Lady Byron, did not want her to turn out to be like her father, a romantic poet,\" says Isaacson. So Lady Byron \"had her tutored almost exclusively in mathematics as if that were an antidote to being poetic.\"\u003c/p>\n\u003cp>Lovelace saw the poetry in math. At 17, she went to a London salon and met Charles Babbage. He showed her plans for a machine that he believed would be able to do complex mathematical calculations. He asked Lovelace to write about his work for a scholarly journal. In her article, Lovelace expresses a vision for his machine that goes beyond calculations.\u003c/p>\n\u003cp>She envisioned that \"a computer can do anything that can be noted logically,\" explains Isaacson. \"Words, pictures and music, not just numbers. She understands how you take an instruction set and load it into the machine, and she even does an example, which is programming Bernoulli numbers, an incredibly complicated sequence of numbers.\"\u003c/p>\n\u003cp>Babbage's machine was never built. But his designs and Lovelace's notes were read by people building the first computer a century later.\u003c/p>\n\u003cp>The women who would program one of the world's earliest electronic computers, however, knew nothing of Lovelace and Babbage.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=aPweFhhXFvY\">As part of the oral history project of the Computer History Museum\u003c/a>, Jean Jennings Bartik recalled how she got the job working on that computer. She was doing calculations on rocket and canon trajectories by hand in 1945. A job opened to work on a new machine.\u003c/p>\n\u003cp>\"This announcement came around that they were looking for operators of a new machine they were building called the ENIAC,\" recalls Bartik. \"Of course, I had no idea what it was, but I knew it wasn't doing hand calculation.\"\u003c/p>\n\u003cp>Bartik was one of six female mathematicians who created programs for one of the world's first fully electronic general-purpose computers. Isaacson says the men didn't think it was an important job.\u003c/p>\n\u003cp>\"Men were interested in building, the hardware,\" says Isaacson, \"doing the circuits, figuring out the machinery. And women were very good mathematicians back then.\"\u003c/p>\n\u003cp>Isaacson says in the 1930s female math majors were fairly common — though mostly they went off to teach. But during World War II, these skilled women signed up to help with the war effort.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=buAYHonF968\">Bartik told a live audience at the Computer History Museum in 2008 \u003c/a>that the job lacked prestige. The ENIAC wasn't working the day before its first demo. Bartik's team worked late into the night and got it working.\u003c/p>\n\u003cp>\"They all went out to dinner at the announcement,\" she says. \"We weren't invited and there we were. People never recognized, they never acted as though we knew what we were doing. I mean, we were in a lot of pictures.\"\u003c/p>\n\u003cfigure id=\"attachment_38013\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/grace-hopper_custom-7e094af0ae451cd447568fd03d9c89ba6bf8b352.jpg\">\u003cimg class=\"size-medium wp-image-38013\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/grace-hopper_custom-7e094af0ae451cd447568fd03d9c89ba6bf8b352-300x400.jpg\" alt=\"Grace Hopper originated electronic computer automatic programming for the Remington Rand Division of Sperry Rand Corp. (AP)\" width=\"300\" height=\"400\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Grace Hopper originated electronic computer automatic programming for the Remington Rand Division of Sperry Rand Corp. (AP)\u003c/figcaption>\u003c/figure>\n\u003cp>At the time, though, media outlets didn't name the women in the pictures. After the war, Bartik and her team went on to work on the UNIVAC, one of the first major commercial computers.\u003c/p>\n\u003cp>The women joined up with Grace Hopper, a tenured math professor who joined the Navy Reserve during the war. Walter Isaacson says Hopper had a breakthrough. She found a way to program computers using words rather than numbers — most notably a program language called COBOL.\u003c/p>\n\u003cp>\"You would be using a programming language that would allow you almost to just give it instructions, almost in regular English, and it would compile it for whatever hardware it happened to be,\" explains Isaacson. \"So that made programming more important than the hardware, 'cause you could use it on any piece of hardware.\"\u003c/p>\n\u003cp>Hopper retired from the Navy Reserve as a rear admiral. An act of Congress allowed her to stay past mandatory retirement age. She did become something of a public figure and \u003ca href=\"https://www.youtube.com/watch?v=1-vcErOPofQ\">even appeared on the David Letterman show in 1986. \u003c/a>Letterman asks her, \"You're known as the Queen of Software. Is that right?\"\u003c/p>\n\u003cp>\"More or less,\" says the 79-year-old Hopper.\u003c/p>\n\u003cp>But it was also just about this time that the number of women majoring in computer science began to drop, from close to 40 percent to around 17 percent now. There are a lot of theories about why this is so. It was around this time that Steve Jobs and Bill Gates were appearing in the media; personal computers were taking off.\u003c/p>\n\u003cp>Computer science degrees got more popular, and boys who had been tinkering with computer hardware at home looked like better candidates to computer science departments than girls who liked math, says Janet Abbate, a professor at Virginia Tech who has studied this topic.\u003c/p>\n\u003cp>\"It's kind of the classic thing,\" she says. \"You pick people who look like what you think a computer person is, which is probably a teenage boy that was in the computer club in high school.\"\u003c/p>\n\u003cp>For decades the women who pioneered the computer revolution were often overlooked, but not in Isaacson's book about the history of the digital revolution.\u003c/p>\n\u003cp>\"When they have been written out of the history, you don't have great role models,\" says Isaacson. \"But when you learn about the women who programmed ENIAC or Grace Hopper or Ada Lovelace ... it happened to my daughter. She read about all these people when she was in high school, and she became a math and computer science geek.\"\u003c/p>\n\u003cp>Lovelace, the mathematician, died when she was 36. The women who worked on the ENIAC have all passed away, as has Grace Hopper. But every time you write on a computer, play a music file or add up a number with your phone's calculator, you are using tools that might not exist without the work of these women.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Isaacson's book reminds us of that fact. And perhaps knowing that history will show a new generation of women that programming is for girls.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Forgotten+Female+Programmers+Who+Created+Modern+Tech&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"\u003cem>The Innovators,\u003c/em> Walter Isaacson's new book, tells the stories of the people who created modern computers. Women, who are now a minority in computer science, played an outsize role in that history.","status":"publish","parent":0,"modified":1444718620,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1282},"headData":{"title":"The Forgotten Female Programmers Who Created Modern Tech | KQED","description":"The Innovators, Walter Isaacson's new book, tells the stories of the people who created modern computers. Women, who are now a minority in computer science, played an outsize role in that history.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Forgotten Female Programmers Who Created Modern Tech","datePublished":"2014-10-06T21:08:37.000Z","dateModified":"2015-10-13T06:43:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38010 http://blogs.kqed.org/mindshift/?p=38010","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/06/the-forgotten-female-programmers-who-created-modern-tech/","disqusTitle":"The Forgotten Female Programmers Who Created Modern Tech","nprByline":"Laura Sydell","nprStoryId":"345799830","nprApiLink":"http://api.npr.org/query?id=345799830&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/alltechconsidered/2014/10/06/345799830/the-forgotten-female-programmers-who-created-modern-tech?ft=3&f=345799830","nprRetrievedStory":"1","nprPubDate":"Mon, 06 Oct 2014 12:32:00 -0400","nprStoryDate":"Mon, 06 Oct 2014 03:28:00 -0400","nprLastModifiedDate":"Mon, 06 Oct 2014 09:33:18 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/me/2014/10/20141006_me_the_forgotten_female_programmers_who_created_modern_tech.mp3?orgId=1&topicId=1049&aggIds=177622347&ft=3&f=345799830","nprAudioM3u":"http://api.npr.org/m3u/1354001682-d9985d.m3u?orgId=1&topicId=1049&aggIds=177622347&ft=3&f=345799830","path":"/mindshift/38010/the-forgotten-female-programmers-who-created-modern-tech","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/me/2014/10/20141006_me_the_forgotten_female_programmers_who_created_modern_tech.mp3?orgId=1&topicId=1049&aggIds=177622347&ft=3&f=345799830","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38011\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/eniac_custom-7eaba4a5c8052fe96be32f65e5e0ad90cafea9db.jpg\">\u003cimg class=\"size-large wp-image-38011\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/eniac_custom-7eaba4a5c8052fe96be32f65e5e0ad90cafea9db-640x435.jpg\" alt=\"Jean Jennings (left) and Frances Bilas set up the ENIAC in 1946. Bilas is arranging the program settings on the Master Programmer. (Courtesy of University of Pennsylvania)\" width=\"640\" height=\"435\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jean Jennings (left) and Frances Bilas set up the ENIAC in 1946. Bilas is arranging the program settings on the Master Programmer. (Courtesy of University of Pennsylvania)\u003c/figcaption>\u003c/figure>\n\u003cp>If your image of a computer programmer is a young man, there's a good reason: It's true. Recently, many big tech companies revealed how few of their female employees worked in programming and technical jobs. Google had some of the highest rates: 17 percent of its technical staff is female.\u003c/p>\n\u003cp>It wasn't always this way. Decades ago, it was women who pioneered computer programming — but too often, that's a part of history that even the smartest people don't know.\u003c/p>\n\u003cp>I took a trip to ground zero for today's computer revolution, Stanford University, and randomly asked over a dozen students if they knew who were the first computer programmers. Almost none knew.\u003c/p>\n\u003cp>\"I'm in computer science,\" says a slightly embarrassed Stephanie Pham. \"This is so sad.\"\u003c/p>\n\u003cp>A few students, like Cheng Dao Fan, get close. \"It's a woman, probably,\" she says searching her mind for a name. \"It's not necessarily [an] electronic computer. I think it's more like a mechanic computer.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She's thinking of Ada Lovelace, also known as the Countess of Lovelace, born in 1815. Walter Isaacson begins his new book, \u003cem>The Innovators: How a Group of Hackers, Geniuses and Geeks Created the Digital Revolution\u003c/em>, with her story.\u003c/p>\n\u003cfigure id=\"attachment_38012\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/ada-lovelace_custom-36235be92c6df0badbde6aed459cadf598131dee.jpg\">\u003cimg class=\"size-medium wp-image-38012\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/ada-lovelace_custom-36235be92c6df0badbde6aed459cadf598131dee-300x375.jpg\" alt=\"Augusta Ada, Countess of Lovelace, was the daughter of poet Lord Byron. The computer language ADA was named after her in recognition of her pioneering work with Charles Babbagge. (Hulton Archive/Getty Images)\" width=\"300\" height=\"375\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Augusta Ada, Countess of Lovelace, was the daughter of poet Lord Byron. The computer language ADA was named after her in recognition of her pioneering work with Charles Babbagge. (Hulton Archive/Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>\"Ada Lovelace is Lord Byron's child, and her mother, Lady Byron, did not want her to turn out to be like her father, a romantic poet,\" says Isaacson. So Lady Byron \"had her tutored almost exclusively in mathematics as if that were an antidote to being poetic.\"\u003c/p>\n\u003cp>Lovelace saw the poetry in math. At 17, she went to a London salon and met Charles Babbage. He showed her plans for a machine that he believed would be able to do complex mathematical calculations. He asked Lovelace to write about his work for a scholarly journal. In her article, Lovelace expresses a vision for his machine that goes beyond calculations.\u003c/p>\n\u003cp>She envisioned that \"a computer can do anything that can be noted logically,\" explains Isaacson. \"Words, pictures and music, not just numbers. She understands how you take an instruction set and load it into the machine, and she even does an example, which is programming Bernoulli numbers, an incredibly complicated sequence of numbers.\"\u003c/p>\n\u003cp>Babbage's machine was never built. But his designs and Lovelace's notes were read by people building the first computer a century later.\u003c/p>\n\u003cp>The women who would program one of the world's earliest electronic computers, however, knew nothing of Lovelace and Babbage.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=aPweFhhXFvY\">As part of the oral history project of the Computer History Museum\u003c/a>, Jean Jennings Bartik recalled how she got the job working on that computer. She was doing calculations on rocket and canon trajectories by hand in 1945. A job opened to work on a new machine.\u003c/p>\n\u003cp>\"This announcement came around that they were looking for operators of a new machine they were building called the ENIAC,\" recalls Bartik. \"Of course, I had no idea what it was, but I knew it wasn't doing hand calculation.\"\u003c/p>\n\u003cp>Bartik was one of six female mathematicians who created programs for one of the world's first fully electronic general-purpose computers. Isaacson says the men didn't think it was an important job.\u003c/p>\n\u003cp>\"Men were interested in building, the hardware,\" says Isaacson, \"doing the circuits, figuring out the machinery. And women were very good mathematicians back then.\"\u003c/p>\n\u003cp>Isaacson says in the 1930s female math majors were fairly common — though mostly they went off to teach. But during World War II, these skilled women signed up to help with the war effort.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=buAYHonF968\">Bartik told a live audience at the Computer History Museum in 2008 \u003c/a>that the job lacked prestige. The ENIAC wasn't working the day before its first demo. Bartik's team worked late into the night and got it working.\u003c/p>\n\u003cp>\"They all went out to dinner at the announcement,\" she says. \"We weren't invited and there we were. People never recognized, they never acted as though we knew what we were doing. I mean, we were in a lot of pictures.\"\u003c/p>\n\u003cfigure id=\"attachment_38013\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/grace-hopper_custom-7e094af0ae451cd447568fd03d9c89ba6bf8b352.jpg\">\u003cimg class=\"size-medium wp-image-38013\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/grace-hopper_custom-7e094af0ae451cd447568fd03d9c89ba6bf8b352-300x400.jpg\" alt=\"Grace Hopper originated electronic computer automatic programming for the Remington Rand Division of Sperry Rand Corp. (AP)\" width=\"300\" height=\"400\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Grace Hopper originated electronic computer automatic programming for the Remington Rand Division of Sperry Rand Corp. (AP)\u003c/figcaption>\u003c/figure>\n\u003cp>At the time, though, media outlets didn't name the women in the pictures. After the war, Bartik and her team went on to work on the UNIVAC, one of the first major commercial computers.\u003c/p>\n\u003cp>The women joined up with Grace Hopper, a tenured math professor who joined the Navy Reserve during the war. Walter Isaacson says Hopper had a breakthrough. She found a way to program computers using words rather than numbers — most notably a program language called COBOL.\u003c/p>\n\u003cp>\"You would be using a programming language that would allow you almost to just give it instructions, almost in regular English, and it would compile it for whatever hardware it happened to be,\" explains Isaacson. \"So that made programming more important than the hardware, 'cause you could use it on any piece of hardware.\"\u003c/p>\n\u003cp>Hopper retired from the Navy Reserve as a rear admiral. An act of Congress allowed her to stay past mandatory retirement age. She did become something of a public figure and \u003ca href=\"https://www.youtube.com/watch?v=1-vcErOPofQ\">even appeared on the David Letterman show in 1986. \u003c/a>Letterman asks her, \"You're known as the Queen of Software. Is that right?\"\u003c/p>\n\u003cp>\"More or less,\" says the 79-year-old Hopper.\u003c/p>\n\u003cp>But it was also just about this time that the number of women majoring in computer science began to drop, from close to 40 percent to around 17 percent now. There are a lot of theories about why this is so. It was around this time that Steve Jobs and Bill Gates were appearing in the media; personal computers were taking off.\u003c/p>\n\u003cp>Computer science degrees got more popular, and boys who had been tinkering with computer hardware at home looked like better candidates to computer science departments than girls who liked math, says Janet Abbate, a professor at Virginia Tech who has studied this topic.\u003c/p>\n\u003cp>\"It's kind of the classic thing,\" she says. \"You pick people who look like what you think a computer person is, which is probably a teenage boy that was in the computer club in high school.\"\u003c/p>\n\u003cp>For decades the women who pioneered the computer revolution were often overlooked, but not in Isaacson's book about the history of the digital revolution.\u003c/p>\n\u003cp>\"When they have been written out of the history, you don't have great role models,\" says Isaacson. \"But when you learn about the women who programmed ENIAC or Grace Hopper or Ada Lovelace ... it happened to my daughter. She read about all these people when she was in high school, and she became a math and computer science geek.\"\u003c/p>\n\u003cp>Lovelace, the mathematician, died when she was 36. The women who worked on the ENIAC have all passed away, as has Grace Hopper. But every time you write on a computer, play a music file or add up a number with your phone's calculator, you are using tools that might not exist without the work of these women.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Isaacson's book reminds us of that fact. And perhaps knowing that history will show a new generation of women that programming is for girls.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Forgotten+Female+Programmers+Who+Created+Modern+Tech&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38010/the-forgotten-female-programmers-who-created-modern-tech","authors":["byline_mindshift_38010"],"categories":["mindshift_1"],"tags":["mindshift_732","mindshift_20760","mindshift_499","mindshift_47","mindshift_20759"],"featImg":"mindshift_38013","label":"mindshift"},"mindshift_37259":{"type":"posts","id":"mindshift_37259","meta":{"index":"posts_1591205157","site":"mindshift","id":"37259","score":null,"sort":[1409148032000]},"guestAuthors":[],"slug":"three-video-games-that-teach-programming-through-game-play","title":"Three Video Games That Teach Programming Through Play","publishDate":1409148032,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37261\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/code-game.jpg\">\u003cimg class=\"size-full wp-image-37261\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/code-game.jpg\" alt=\"Beta The Game (left) and Hack 'n Slash (right)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/code-game.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/code-game-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/code-game-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Beta The Game (left) and Hack 'n Slash (right)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The push to get kids to code has been such a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/ali-partovi-why-learning-to-code-is-imperative-in-public-education/\" target=\"_blank\">hot topic\u003c/a> these past few years you might be sick of hearing about it. There are those that see code as a critical skill -- like learning a second language -- which all kids need to learn. Others question whether programming is as important as \u003ca href=\"http://www.slate.com/articles/technology/future_tense/2013/08/everybody_does_not_need_to_learn_to_code.2.html\" target=\"_blank\">critical thinking\u003c/a>, or if code literacy is more or less important than \u003ca href=\"http://venturebeat.com/2014/06/09/linux-creator-linus-torvalds-i-do-not-believe-everybody-should-learn-to-code/\" target=\"_blank\">traditional textual/numerical literacy\u003c/a>. While this controversy continues to circulate, most people can agree that a basic \u003ca href=\"http://www.fastcolabs.com/3020126/no-you-dont-need-to-learn-to-code\" target=\"_blank\">understanding of code and coders\u003c/a> is an increasingly important part of being a critical thinker in a world that's full of screens and data.\u003c/p>\n\u003cp>Since digital games are both coded objects and systems that can be critiqued and better understood, they sit nicely between the evangelistic and tempered supporters of code literacy. Games build critical thinking skills and teach code literacy, offering authentic experiences that let kids experiment with how code works. They're solid platforms to begin exploring programming.\u003c/p>\n\u003cp>Code-focused learning games run the gamut of age/grade ranges and level of code complexity. They can also be split into two discrete but interconnected camps: those that teach the procedural logics of programming -- like Kodable Pro or Cargo-Bot -- and those that dig into programming and scripting, most often using visual metaphors for code -- like Tynker or Gamestar Mechanic.\u003c/p>\n\u003cp>[contextly_sidebar id=\"5k4yyYLIauETWQMdTUGmlL6MHeqRf2nb\"]\u003c/p>\n\u003cp>More recently, there's been a few games that up the ante of authentic code-based learning -- games that peel back the façade and allow players to tweak the code of the game as they play. Confused? Think of it like opening up the hood of a game, and fiddling with the engine -- as you drive.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Take, \u003ca href=\"http://www.betathegame.com/\" target=\"_blank\">Beta The Game\u003c/a>, for example. It's a run and jump style platform that uses a custom-built language called codePOP. Via an in-game coding terminal, players use the codePOP language to modify the world around them, adding platforms and changing properties and behaviors of objects. David Thomas, who \u003ca href=\"http://www.graphite.org/game/beta-the-game\" target=\"_blank\">reviewed the game for Graphite\u003c/a>, points out how this unique language has its benefits and drawbacks: offering a nice blend of \"code scripting and object-oriented programming\" while also carrying with it some \"idiosyncrasies.\" Still it's got a great set of support features, and level sharing provides users with tons of additional player-designed challenges.\u003c/p>\n\u003cp>Thomas also\u003ca href=\"http://www.graphite.org/game/codecombat\" target=\"_blank\"> reviewed CodeCombat\u003c/a>, and found it more promising, even if the player community isn't quite as strong yet. Unlike Beta The Game, \u003ca href=\"http://codecombat.com/\" target=\"_blank\">CodeCombat\u003c/a> uses non-proprietary languages -- JavaScript and Python (in beta). It also delves into the dungeon crawler genre, letting players explore, kill monsters, and loot treasure. The result is an experience that \"never feels like code school,\" although Thomas notes that the fantasy setting means it's best for students \"motivated by the idea of battling knights and ogres.\"\u003c/p>\n\u003cp>While these two games are a bit under the radar,\u003ca href=\"http://www.hacknslashthegame.com/\" target=\"_blank\"> Hack 'n' Slash\u003c/a> has more reach due to the big name talent behind it. Developed by fan favorite studio Double Fine Productions -- the company behind critical darlings like Psychonauts and Broken Age -- Hack 'n' Slash aims to push the learn-to-code game genre into new territory. Modeled on the Zelda series, and trading on Double Fine's signature charm and inventiveness, Hack 'n' Slash mixes adventuring and puzzling and doesn't pull any punches in terms of what players can do with the game's code. Just about everything in-game can be tweaked and modified in whatever ways the player chooses. In fact, the same code that underlies the game is the code the players see. And, bravely, Double Fine made a decision early on in development to not wall off or gate the code; instead, it's set up like a sandcastle waiting to be stomped. For players that's an empowering feeling – like the game can be fooled. Graphite hasn't reviewed it yet because it's still in-development, but are interested to \u003ca href=\"http://www.graphite.org/game/hack-n-slash\" target=\"_blank\">hear what teachers who have already played it think\u003c/a>.\u003c/p>\n\u003cp>All of the games mentioned above represent and expose a key quality of play that's often lost in stuffy, overly-scaffolded learning games -- subversion. While code might be all about rules and procedure, play isn't. Games are the things that harness play through rules, but play -- and players -- can never quite be tamed. Play is too big and too slippery, ever redefining itself and evolving. Yet code -- and in some sense games -- are defined by stability. How can the two be reconciled? By letting games be games -- finicky and structured -- and players be players -- risky and inventive. This offers an appealing counterpoint to the dominant and perhaps tired code literacy rhetoric: stop 'learning to code' and start messing with it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tanner Higgin is Senior Manager, Education Content, at \u003ca href=\"http://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense Media\u003c/a>, creator of \u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite ™\u003c/a>, a free service for educators in search of the best apps, games, and websites rated for learning. This post is one in a series collaboration. Games included here have received high ratings on Graphite by educators and by the editorial staff at Common Sense Media. Go to Graphite to read full reviews of games and how teachers use them for learning in class.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Play can release code from the rules and structures that drive it.","status":"publish","parent":0,"modified":1409160318,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":895},"headData":{"title":"Three Video Games That Teach Programming Through Play | KQED","description":"Play can release code from the rules and structures that drive it.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three Video Games That Teach Programming Through Play","datePublished":"2014-08-27T14:00:32.000Z","dateModified":"2014-08-27T17:25:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37259 http://blogs.kqed.org/mindshift/?p=37259","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/27/three-video-games-that-teach-programming-through-game-play/","disqusTitle":"Three Video Games That Teach Programming Through Play","path":"/mindshift/37259/three-video-games-that-teach-programming-through-game-play","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37261\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/code-game.jpg\">\u003cimg class=\"size-full wp-image-37261\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/code-game.jpg\" alt=\"Beta The Game (left) and Hack 'n Slash (right)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/code-game.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/code-game-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/code-game-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Beta The Game (left) and Hack 'n Slash (right)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The push to get kids to code has been such a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/ali-partovi-why-learning-to-code-is-imperative-in-public-education/\" target=\"_blank\">hot topic\u003c/a> these past few years you might be sick of hearing about it. There are those that see code as a critical skill -- like learning a second language -- which all kids need to learn. Others question whether programming is as important as \u003ca href=\"http://www.slate.com/articles/technology/future_tense/2013/08/everybody_does_not_need_to_learn_to_code.2.html\" target=\"_blank\">critical thinking\u003c/a>, or if code literacy is more or less important than \u003ca href=\"http://venturebeat.com/2014/06/09/linux-creator-linus-torvalds-i-do-not-believe-everybody-should-learn-to-code/\" target=\"_blank\">traditional textual/numerical literacy\u003c/a>. While this controversy continues to circulate, most people can agree that a basic \u003ca href=\"http://www.fastcolabs.com/3020126/no-you-dont-need-to-learn-to-code\" target=\"_blank\">understanding of code and coders\u003c/a> is an increasingly important part of being a critical thinker in a world that's full of screens and data.\u003c/p>\n\u003cp>Since digital games are both coded objects and systems that can be critiqued and better understood, they sit nicely between the evangelistic and tempered supporters of code literacy. Games build critical thinking skills and teach code literacy, offering authentic experiences that let kids experiment with how code works. They're solid platforms to begin exploring programming.\u003c/p>\n\u003cp>Code-focused learning games run the gamut of age/grade ranges and level of code complexity. They can also be split into two discrete but interconnected camps: those that teach the procedural logics of programming -- like Kodable Pro or Cargo-Bot -- and those that dig into programming and scripting, most often using visual metaphors for code -- like Tynker or Gamestar Mechanic.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>More recently, there's been a few games that up the ante of authentic code-based learning -- games that peel back the façade and allow players to tweak the code of the game as they play. Confused? Think of it like opening up the hood of a game, and fiddling with the engine -- as you drive.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Take, \u003ca href=\"http://www.betathegame.com/\" target=\"_blank\">Beta The Game\u003c/a>, for example. It's a run and jump style platform that uses a custom-built language called codePOP. Via an in-game coding terminal, players use the codePOP language to modify the world around them, adding platforms and changing properties and behaviors of objects. David Thomas, who \u003ca href=\"http://www.graphite.org/game/beta-the-game\" target=\"_blank\">reviewed the game for Graphite\u003c/a>, points out how this unique language has its benefits and drawbacks: offering a nice blend of \"code scripting and object-oriented programming\" while also carrying with it some \"idiosyncrasies.\" Still it's got a great set of support features, and level sharing provides users with tons of additional player-designed challenges.\u003c/p>\n\u003cp>Thomas also\u003ca href=\"http://www.graphite.org/game/codecombat\" target=\"_blank\"> reviewed CodeCombat\u003c/a>, and found it more promising, even if the player community isn't quite as strong yet. Unlike Beta The Game, \u003ca href=\"http://codecombat.com/\" target=\"_blank\">CodeCombat\u003c/a> uses non-proprietary languages -- JavaScript and Python (in beta). It also delves into the dungeon crawler genre, letting players explore, kill monsters, and loot treasure. The result is an experience that \"never feels like code school,\" although Thomas notes that the fantasy setting means it's best for students \"motivated by the idea of battling knights and ogres.\"\u003c/p>\n\u003cp>While these two games are a bit under the radar,\u003ca href=\"http://www.hacknslashthegame.com/\" target=\"_blank\"> Hack 'n' Slash\u003c/a> has more reach due to the big name talent behind it. Developed by fan favorite studio Double Fine Productions -- the company behind critical darlings like Psychonauts and Broken Age -- Hack 'n' Slash aims to push the learn-to-code game genre into new territory. Modeled on the Zelda series, and trading on Double Fine's signature charm and inventiveness, Hack 'n' Slash mixes adventuring and puzzling and doesn't pull any punches in terms of what players can do with the game's code. Just about everything in-game can be tweaked and modified in whatever ways the player chooses. In fact, the same code that underlies the game is the code the players see. And, bravely, Double Fine made a decision early on in development to not wall off or gate the code; instead, it's set up like a sandcastle waiting to be stomped. For players that's an empowering feeling – like the game can be fooled. Graphite hasn't reviewed it yet because it's still in-development, but are interested to \u003ca href=\"http://www.graphite.org/game/hack-n-slash\" target=\"_blank\">hear what teachers who have already played it think\u003c/a>.\u003c/p>\n\u003cp>All of the games mentioned above represent and expose a key quality of play that's often lost in stuffy, overly-scaffolded learning games -- subversion. While code might be all about rules and procedure, play isn't. Games are the things that harness play through rules, but play -- and players -- can never quite be tamed. Play is too big and too slippery, ever redefining itself and evolving. Yet code -- and in some sense games -- are defined by stability. How can the two be reconciled? By letting games be games -- finicky and structured -- and players be players -- risky and inventive. This offers an appealing counterpoint to the dominant and perhaps tired code literacy rhetoric: stop 'learning to code' and start messing with it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tanner Higgin is Senior Manager, Education Content, at \u003ca href=\"http://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense Media\u003c/a>, creator of \u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite ™\u003c/a>, a free service for educators in search of the best apps, games, and websites rated for learning. This post is one in a series collaboration. Games included here have received high ratings on Graphite by educators and by the editorial staff at Common Sense Media. Go to Graphite to read full reviews of games and how teachers use them for learning in class.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37259/three-video-games-that-teach-programming-through-game-play","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_981","mindshift_1040","mindshift_548","mindshift_499","mindshift_114"],"featImg":"mindshift_37261","label":"mindshift"},"mindshift_37462":{"type":"posts","id":"mindshift_37462","meta":{"index":"posts_1591205157","site":"mindshift","id":"37462","score":null,"sort":[1408739426000]},"guestAuthors":[],"slug":"how-kids-are-learning-to-code-while-playing-minecraft","title":"How Kids Are Learning to Code While Playing Minecraft","publishDate":1408739426,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Teachers are already capitalizing on their students' fascination with the computer game Minecraft to teach everything from math to history. Now, a new add-on teaches kids to code their own modifications to the game. In his \u003ca href=\"http://www.wired.com/2014/08/learntomod/\" target=\"_blank\">Wired article\u003c/a>, Klint Finley explains how the creators of the add-on called LearnToMod hope their tool could be a gateway for students to discover a love of computer programming.\u003cbr>\nhttp://www.wired.com/2014/08/learntomod/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"To get ahead in the game, kids are learning to code their own Minecraft features.","status":"publish","parent":0,"modified":1456260017,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":76},"headData":{"title":"How Kids Are Learning to Code While Playing Minecraft | KQED","description":"To get ahead in the game, kids are learning to code their own Minecraft features.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Kids Are Learning to Code While Playing Minecraft","datePublished":"2014-08-22T20:30:26.000Z","dateModified":"2016-02-23T20:40:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37462 http://blogs.kqed.org/mindshift/?p=37462","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/22/how-kids-are-learning-to-code-while-playing-minecraft/","disqusTitle":"How Kids Are Learning to Code While Playing Minecraft","path":"/mindshift/37462/how-kids-are-learning-to-code-while-playing-minecraft","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers are already capitalizing on their students' fascination with the computer game Minecraft to teach everything from math to history. Now, a new add-on teaches kids to code their own modifications to the game. In his \u003ca href=\"http://www.wired.com/2014/08/learntomod/\" target=\"_blank\">Wired article\u003c/a>, Klint Finley explains how the creators of the add-on called LearnToMod hope their tool could be a gateway for students to discover a love of computer programming.\u003cbr>\nhttp://www.wired.com/2014/08/learntomod/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37462/how-kids-are-learning-to-code-while-playing-minecraft","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_981","mindshift_861","mindshift_499"],"featImg":"mindshift_37465","label":"mindshift"},"mindshift_35658":{"type":"posts","id":"mindshift_35658","meta":{"index":"posts_1591205157","site":"mindshift","id":"35658","score":null,"sort":[1399992491000]},"guestAuthors":[],"slug":"ali-partovi-why-learning-to-code-is-imperative-in-public-education","title":"Ali Partovi: Why Learning to Code Is Imperative In Public Education","publishDate":1399992491,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>[youtube http://www.youtube.com/watch?v=YqRXgKKtoNg&w=640&h=360]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\"Education is about preparing kids for life, and public education is about helping people have equal opportunity, helping those who don't have as much money have a more level playing field,\" said Ali Partovi, co-founder of \u003ca href=\"http://code.org/\" target=\"_blank\">Code.org,\u003c/a> in an interview at the \u003ca href=\"http://www.bigideasfest.org/about-big-ideas-fest-2013\" target=\"_blank\">Big Ideas Fest\u003c/a> a few months ago.\u003c/p>\n\u003cp>Partovi has an ambitious goal: To get public high schools to offer computer programming classes -- not just as an elective, but as a science requirement. \"It's absolutely relevant for public education to embrace computer science,\" he said. \"I can't think of any other science that would better prepare you for life in the 21st century.\"\u003c/p>\n\u003cp>Partovi's goal is being realized in pockets around the country. Through efforts like \u003ca href=\"http://csedweek.org/\" target=\"_blank\">Hour of Code\u003c/a>, a viral online campaign to promote coding, more than 20,000 teachers have started adding programming lessons, which \u003ca title=\"Website.\" href=\"http://code.org/\">Code.org\u003c/a> for which offers free classes. What's more, \"30 school districts, including New York City and Chicago, have agreed to add coding classes in the fall, mainly in high schools but in lower grades, too. And policy makers in nine states have begun awarding the same credits for computer science classes that they do for basic math and science courses, rather than treating them as electives,\" \u003ca href=\"http://www.nytimes.com/2014/05/11/us/reading-writing-arithmetic-and-lately-coding.html?_r=0\" target=\"_blank\">according to an article in the New York Times.\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Ali Partovi, co-founder of Code.org, has an ambitious goal: To get public high schools to offer computer programming classes -- not just as an elective, but as a science requirement. \"It's absolutely relevant for public education to embrace computer science,\" he says. \"I can't think of any other science that would better prepare you for life in the 21st century.\"","status":"publish","parent":0,"modified":1399992491,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":240},"headData":{"title":"Ali Partovi: Why Learning to Code Is Imperative In Public Education | KQED","description":"Ali Partovi, co-founder of Code.org, has an ambitious goal: To get public high schools to offer computer programming classes -- not just as an elective, but as a science requirement. "It's absolutely relevant for public education to embrace computer science," he says. "I can't think of any other science that would better prepare you for life in the 21st century."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Ali Partovi: Why Learning to Code Is Imperative In Public Education","datePublished":"2014-05-13T14:48:11.000Z","dateModified":"2014-05-13T14:48:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"35658 http://blogs.kqed.org/mindshift/?p=35658","disqusUrl":"https://ww2.kqed.org/mindshift/2014/05/13/ali-partovi-why-learning-to-code-is-imperative-in-public-education/","disqusTitle":"Ali Partovi: Why Learning to Code Is Imperative In Public Education","path":"/mindshift/35658/ali-partovi-why-learning-to-code-is-imperative-in-public-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/YqRXgKKtoNg'\n title='//www.youtube.com/embed/YqRXgKKtoNg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\"Education is about preparing kids for life, and public education is about helping people have equal opportunity, helping those who don't have as much money have a more level playing field,\" said Ali Partovi, co-founder of \u003ca href=\"http://code.org/\" target=\"_blank\">Code.org,\u003c/a> in an interview at the \u003ca href=\"http://www.bigideasfest.org/about-big-ideas-fest-2013\" target=\"_blank\">Big Ideas Fest\u003c/a> a few months ago.\u003c/p>\n\u003cp>Partovi has an ambitious goal: To get public high schools to offer computer programming classes -- not just as an elective, but as a science requirement. \"It's absolutely relevant for public education to embrace computer science,\" he said. \"I can't think of any other science that would better prepare you for life in the 21st century.\"\u003c/p>\n\u003cp>Partovi's goal is being realized in pockets around the country. Through efforts like \u003ca href=\"http://csedweek.org/\" target=\"_blank\">Hour of Code\u003c/a>, a viral online campaign to promote coding, more than 20,000 teachers have started adding programming lessons, which \u003ca title=\"Website.\" href=\"http://code.org/\">Code.org\u003c/a> for which offers free classes. What's more, \"30 school districts, including New York City and Chicago, have agreed to add coding classes in the fall, mainly in high schools but in lower grades, too. And policy makers in nine states have begun awarding the same credits for computer science classes that they do for basic math and science courses, rather than treating them as electives,\" \u003ca href=\"http://www.nytimes.com/2014/05/11/us/reading-writing-arithmetic-and-lately-coding.html?_r=0\" target=\"_blank\">according to an article in the New York Times.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35658/ali-partovi-why-learning-to-code-is-imperative-in-public-education","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_20679","mindshift_170","mindshift_20680","mindshift_981","mindshift_557","mindshift_499"],"featImg":"mindshift_35673","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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