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Nej tak til programmering i skolen! - Folkeskolen.dk

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Debatindlæg af John Klesner, Martin Exner, Tommy Byskov Lund, Mikkel Gade Larsen & Mathias Poulsen, der introducerer et nyt initiativ omkring programmering i skolen.

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It vejlederne - hvordan knækker vi koden..

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It vejlederne - hvordan knækker vi koden..

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autodidakte programmører, men der er også mange folkeskolelærere, der gerne vil finde nøglen til, hvordan man kan undervise eleverne i programmering og endvidere udbrede kendskabet til kollegaerne. En af dem er Banyaroat Ou, som forholder sig til programmering i skolen:
Hvorfor begyndte jeg at interessere mig for programmering?
Efter i februar at have hørt podcasten "Science Friday" samt spillet "Hour of Code" i nogle timer, tænkte jeg, at dette skulle mine elever i 2.klasse prøve. Som lærer på Gladsaxe skole, med en profil der hedder "Motivation og Mestring", er der mulighed for, at eleverne kan fordybe sig i tværfaglige projekter såsom programmering.

I min søgning efter programmering og undervisning stødte jeg på Coding Pirates. Jeg tøvede med at melde mig som frivillig, da jeg ikke mente, at jeg havde de rigtige kompetencer. Jeg gjorde det og har ikke fortrudt det.
Hvorfor programmering i Folkeskolen?
Hele dagen er vi i kontakt med it. Det er alle vegne. Det er mit vækkeur, mit TV, min computer, min tablet og SMART Board i klasselokalet.

Flere skoler slår sig op på at være en it-skole, og med det mener de, at eleverne har egne iPads, og at der er SMART Board i alle klasselokaler.

Men it er mere end det. Når hele samfundet er baseret på it, er det vigtigt, at vi uddanner eleverne til at have en basal forståelse af, hvordan it fungerer. Vi tager det tit for givet, at en tablet fungerer som den gør, men der er nogen der har programmeret den til det. Det kan virke som ren magi, og de kan være uforståeligt for unge i dag.

Programmering styrker ikke kun elevernes basale forståelse for it, men også den logiske tankegang og problemløsningskompetencen. I Coding Pirates har jeg oplevet, hvordan undervisningen stimulerer børns kreativitet og skaberglæde. Jeg mener derfor, at det kun kan gå for langsomt med at indføre programmering i Folkeskolen.
Hvordan vil jeg bruge mine erfaringer med programmering fra Coding Pirates i mit arbejde som lærer?
I Coding Pirates sidder du sammen med andre it-interesserede, og får man en idé, kan man skrive det i forummet og få hurtig respons. Man finder også inspiration.

Mit frivillige arbejde i Coding Pirates har gjort mig bedre rustet til at undervise i it i folkeskolen, end da jeg første gang fik ideen i februar. Jeg har aftalt med lærerne på 7. årgang, at vi udvider First Lego League med programmering. Dette som en del af den understøttende undervisning til de elever, der har modet og lysten. Yderligere har jeg aftalt med mine kollegaer på 3.årgang at lære eleverne om programmering i faget natur/teknologi.

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Kode i folkeskolen, hvordan knækker vi den?

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autodidakte programmører, men der er også mange folkeskolelærere, der gerne vil finde nøglen til, hvordan man kan undervise eleverne i programmering og endvidere udbrede kendskabet til kollegaerne. En af dem er Banyaroat Ou, som forholder sig til programmering i skolen: Hvorfor begyndte jeg at interessere mig for programmering?

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Om processen frem mod computer curriculum

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Om processen frem mod computer curriculum

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This is not just an evolutionary change - this is a massive revolution in the study of computing, which until now has consisted almost entirely of lessons in how to use Microsoft Office programs. England is leading the world in this transformation and, bizarrely, no one seems to know about it.

The 2014 curriculum was announced back in July by education secretary Michael Gove, who said: "For the first time children will be learning to programme computers. It will raise standards across the board - and allow our children to compete in the global race."

Since then, the Department for Education and the Computing at School working group (CAS) have been working with a number of organisations such as Codecademy - which offers free coding classes in programming languages like Python, PHP, JavaScript, and Ruby - to provide resources for teachers and students, and run pilots with schools across England.

"The way it works is that the government have put forward the critical objectives, and teachers can choose whatever curriculum or resources they want to use, so there's no mandated or endorsed or one-track approach," said Leng Lee, head of operations at Codecademy.

"There's a wide range of online materials for basic stuff like HTML, but if you want a full service with all the languages, that's where we have a big advantage. Our online platform is very clean and it's been used for a couple of years by millions of people around the world, so we're a pretty reliable brand."

Codecademy is now making a beta version of its educational site widely available, so that schools and teachers can sign up and start integrating programming into their classes. Codecademy is accessed through a browser, so children can login to their account from home and pick up where they left off in a lesson. Progress is logged, and teachers can use the platform to set homework, create quizzes and build their own courses.

"What we've put on the beta site is to show what is possible, this is what you can use in your first year or two years, but iterate on that, make it better for you and your students and share it with other teachers. There's no point us all reinventing the wheel," said Lee.

"I think the reason the government hasn't gone with a centralised solution is because they want the creative genius of all the individuals at the bottom to bubble up to the top, but eventually you want to converge and spread the best practices."

Some schools have already started running pilots of Codecademy in the classroom, to get a feel for how it works and provide feedback on how it can be improved. Snowsfields Primary School in London has been using Codeacademy since the summer term of 2013, with the aim of trialing it with the children prior to using it as a full time teaching tool this academic year.

"Initially we worked with our Digital Leaders at school, to gain the opinion and views of the children, to make sure that the platform would be accessible for them. From this we decided to only use it with our Year 6 children as one element of our computing curriculum - we and the children felt that they still wanted to continue learning a more visual language alongside the more text-based programming of HTML," said Matt Rogers, ICT co-ordinator and Year 3 teacher at Snowsfields.

"Since the launch of the Beta curriculum resources we have found that the children are able to get more of a feel of the language and how it is used within the websites that they access on a day-to-day basis. In particular, the lesson slides produced by Leng have been particularly useful and interesting to deliver with the the class."

Rogers said that one group of children did find the idea of learning and using HTML quite daunting, and took a couple of sessions to get their heads around even the basic layout and formatting. However, over the course of the teaching they became much more receptive and began to develop a firmer understanding of how useful HTML could be.

"The school as a whole are fully supportive of the direction that we are taking, exposing our youngest (and oldest) children to a wide range of languages, including Codecademy. Staff are even working through the courses themselves to develop their own understanding prior to teaching, because as we know there is not yet a great deal of support/training being offered to schools in order to deliver an effective computing curriculum."

Pupils at Rendcomb College in Cirencester are also actively using CodeCademy to get to grips with the basics of creating web pages, and then adding interactivity and complexity through learning JavaScript.

"More advanced students apply this alongside advanced Maths and HTML5 to create computer games that run in web browsers, drawing upon the great British legacy of developing games for inspiration. All pupils have found it beneficial, particularly in learning the many technical aspects of programming and like being able to track their own progress," said Jonathan Torbitt, director of IT and head of Middle School at Rendcomb College.

"This requires greater independence than would normally be expected of similarly aged pupils. They are more responsible for their own progress and enjoy the challenge, and subsequent sense of achievement, from tackling the programming tasks provided by Codecademy."

While some schools are working hard to get ahead of the game, the vast majority are likely to get quite a shock when the new computing curriculum comes into force next academic year. Many teachers will have to re-train, and some schools are likely to struggle to provide the computing resources needed to deliver the new curriculum.

It may take some time to adjust, but the government is in no doubt that this is a transformation worth making - ensuring that the next generation of digital natives will not just be able to consume digital content but create it. Britain, it says, needs to take this opportunity to establish its position as a digital leader.

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Teaching our children to code: a quiet revolution

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This is not just an evolutionary change - this is a massive revolution in the study of computing, which until now has consisted almost entirely of lessons in how to use Microsoft Office programs. England is leading the world in this transformation and, bizarrely, no one seems to know about it.

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The statutory programmes of study and attainment targets for computing at key stages 1 to 4.

Applies to England

Documents

Details

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National curriculum in England: computing programmes of study

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The statutory programmes of study and attainment targets for computing at key stages 1 to 4.

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Programmering skal være obligatorisk i folkeskolen!

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Programmering skal være obligatorisk i folkeskolen!

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Arduino - brugt i videoen med rædselsbamsen

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Arduino - brugt i videoen med rædselsbamsen

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Gorm Lai

Gorm Lai is an experienced programmer, indie game developer, and community enthusiast. He is the co-founder of the Nordic Game Jam & the Global Game Jam, and recently received IndieCade's Decade of Impact Award. Gorm is currently living in Leeds, England, where runs his game development company, Kotori Studios Ltd.

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Gorm Lai is an experienced programmer, indie game developer, and community enthusiast. He is the co-founder of the Nordic Game Jam & the Global Game Jam, and recently received IndieCade's Decade of Impact Award. Gorm is currently living in Leeds, England, where runs his game development company, Kotori Studios Ltd.

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Awesome makershow..

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Sylvia's Super-Awesome Maker Show! | Sylvia's DIY webshow on everything cool and worth Making

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Nearly 10 years from when we started this crazy adventure, I'm now almost 18 and sure that I've made good in the world. That so many kids and adults have been inspired to make things and be themselves. Now it's my turn to close the book and leave the world of making to the next generation.

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About Caine's Arcade
Caine's Arcade is a short film about a 9 year old boy's cardboard arcade, and his dream of having customers. The 11 minute short film became a global phenomenon in 2012, with over 10 million views online. It received international media attention and was added to MoMA's permanent collection. The filmmaker, Nirvan Mullick, set up a scholarship fund for Caine as part of the film. To date, over $240,000 has been donated for Caine to go to college. Tens-of-thousands of customers visited Caine's Arcade to play, and kids around the world began making their own cardboard arcades. Shortly after posting the film, Nirvan founded a non-profit called Imagination.org which launched a Global Cardboard Challenge to foster kid creativity worldwide.
Backstory
In 2011, at the age of 9, Caine Monroy spent his summer vacation building an elaborate DIY cardboard arcade in his dad's used auto parts store in East Los Angeles.

Caine loved arcades, and dreamed of the day he would have lots of customers come play. He spent months building and preparing his arcade, perfecting his game design, making displays for prizes (his toy cars), designing elaborate security systems for his Fun Pass, making his own Caine's Arcade STAFF shirt, and even hand labeling paper-lunch-bags for customers to carry home prizes.

However, his dad's auto part store (located in an industrial part of Boyle Heights) received very little foot traffic, so Caine's chances of getting a customer were very small, and the few walk-in customers that came through were always in too much of a hurry to get their auto part to stop to play Caine's Arcade. Caine never had a single customer, but Caine never gave up.

On the last day of summer, by chance, Nirvan Mullick walked into the auto parts store to buy a door handle for his '96 Corolla. Caine asked Nirvan if he would like to play his arcade. Curious, Nirvan asked how the arcade worked. Caine explained that for $1, Nirvan could get two turns, or for $2 he could get a Fun Pass (with 500 turns). Nirvan bought the Fun Pass.

Nirvan became Caine's first and only customer, and he loved Caine's Arcade. It turned out that Nirvan was also a filmmaker, and he came back to ask Caine's dad if he could make a short film about Caine's Arcade. It was at that point Nirvan learned that he had been Caine's first and only customer. Nirvan decided to organize a surprise flash mob of customers to come play Caine's Arcade, and make Caine's day.

Words can't describe Caine's response - so watch the film. After the flashmob, Caine told his dad that that was the best day of his whole life.

FROM A MOVIE TO A MOVEMENT (POST-FILM UPDATE):
Caine's Arcade was posted online on April 9th, 2012, and became an global viral phenomenon. The film received over 1 million views in the first 24 hours, and trended worldwide on twitter. As part of the film, Nirvan set up a scholarship fund for Caine, hoping to raise $25,000 for Caine to go to school. The first day the film was posted, over $60,000 was raised for Caine's Scholarship Fund! The next day, we had raised over $110,000. To date, over $240,000 has been raised for Caine. Kids all over the world were also inspired to create cardboard games and creations. And we received thousands of emails from educators and parents, sharing stories of kids in their communities, and asking what we could do to help support the imaginations and dreams of kids worldwide. Inspired by the response to the film, two days after the film was posted Nirvan began to form a non-profit with a mission to "find, foster, and fund creativity and entrepreneurship in more kids like Caine." Just 5 days later, the Goldhirsh Foundation awarded a $250,000 Challenge Grant to help start the Imagination.org, which launched an annual Global Cardboard Challenge that has engaged over 750,000 kids in creative play.

Watch the follow-up film: " Caine's Arcade 2 : From a Movie to a Movement"

What Has Happened for Caine Since the Film? (updated 6/2014)

Tens-of-thousands of people from around the world visited Caine's Arcade after the film went viral. Caine and Nirvan began being invited to travel around the world to share their story. Caine became the youngest entrepreneur to speak at the USC Marshall School of Business. He traveled to France, where Caine became the youngest ever speaker at the Cannes Lions International Festival of Creativity, and he was flown to Sacramento where Caine received the Latino Spirit Award from the California State Assembly. His arcade has been exhibited in the Exploratorium and Hammer Museums, and the film was purchased as part of MoMA's permanent collection. Caine and Nirvan have spoken at several TEDx events, Caine spoke solo at TEDxTeen in NY, and Caine and Nirvan gave a Google Artist Talk. After giving a talk together in Colorado at the COIN Summit, Caine was offered a full scholarship to Colorado State University School of Business by the CSU's Dean, as well as a free trip to outer space! Caine has also been invited to the White House to meet the President and take part in the White House Maker Faire!

Over $240,000 has been raised for Caine's Scholarship Fund, with over 100,000 kids in 50+ countries taking part in our Annual Global Cardboard Challenge, which culminates in a Day of Play for children worldwide (on the anniversary of the October flashmob that made Caine's day in the film!). Nirvan also started the Imagination.org after the film, to foster creativity in more kids. Imagination has continued to grow, engaging over 750,000 kids around the world in our Global Cardboard Challenge, and launching Imagination Chapters to foster kid creativity year-round.

Nirvan and Caine continue to share this inspiring story at conferences and speaking engagements around the world - Contact us for info about having Nirvan and/or Caine speak at your event.

In August of 2013, on Caine's 11th birthday, Caine retired from running his arcade full-time. But the spirit of Caine's Arcade lives on via our Imagination Foundation and our Global Cardboard Challenge. Our goal is to engage over 1 million kids in creative play each year. Help bring this to kids in your community by taking and sharing the challenge: imagination.org and continuing to share Caine's Arcade Part 1 & 2!

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Caine's Arcade was a collaboration between our friends who volunteered time and talent, as well as all of the folks online (especially Reddit and Hiddden LA) who got behind the idea of helping to make Caine's day. Big THANKS to e veryone who helped! See FILM CREDITS

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CONNECT WITH US!
If you like Caine's Arcade, please share both films (Part 1 and Part 2) with friends, and leave us a message on the Caine's Arcade Facebook Page or on Twitter: @cainesarcade / @nirvan / @imagination
QUESTIONS?
If you have additional questions, please check our FAQ (includes a special KID FAQ that Caine did, or contact us. Thanks!

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About Caine's Arcade Caine's Arcade is a short film about a 9 year old boy's cardboard arcade, and his dream of having customers. The 11 minute short film became a global phenomenon in 2012, with over 10 million views online. It received international media attention and was added to MoMA's permanent collection.

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CS Unplugged is a collection of free teaching material that teaches Computer Science through engaging games and puzzles that use cards, string, crayons and lots of running around.

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Coding Pirates - Programmering for børn og unge

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Den 3. marts 2018 afholdt Coding Pirates Denmark sin fjerde ordinære generalforsamling. Denne gang i de smukke omgivelser på Dokk1 i Aarhus. 42 frivillige havde tilmeldt sig, enten online eller fysisk og så var der 10 nysgerrige børn, der var dukket op med...