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Coding In Elementary -Edugains

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

Rich, P., Bartholomew, S., Daniel, D., Dinsmoor, K., Nielsen, M., Reynolds, C., Swanson, M., Winward, E. & Yauney, J. (2022): Trends in tools used to teach computational thinking through elementary coding, Journal of Research on Technology in Education.

Randels, J. (2021)  6 Reasons for Coding in Classrooms. ISTE

Science and Technology - Ontario. (2022). https://www.dcp.edu.gov.on.ca/en/curriculum/science-technology/grades/grade-2

Siu, K. (2022, December 6). Why thinking like a computer builds skills for success. Teach Your Kids Code. https://teachyourkidscode.com/what-is-computational-thinking/

Transferable Skills in the Ontario Curriculum

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We live in a time when we cannot fully imagine some of the future careers of our students. We do however know that teaching transferable skills that will prepare them for any workplace will include coding and the skills that go along with it.
The Ontario curriculum speaks of transferable skills and enumerates them to be:

critical thinking and problem solving

innovation, creativity, and entrepreneurship

self-directed learning

collaboration

communication

global citizenship and sustainability

digital literacy

Most of these can be covered when students are taught coding. These will help our students become future ready.

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Sequencing can be taught in a cross curricular way, through mathematics, science and literacy learning. A story sequence can be done as an introductory, reinforcing or assessment activity. Students can create codes using mathematical and computational thinking to sequence a story. Depending on the students level this can be pictorial, with words or both. Science based stories on life cycles of plants or animals are natural subject matter to demonstrate these skills while covering the science curriculum expectations.

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Various activities can be done. Let's say the class has discussions around and then in groups created a virtual pet. They can then use block codes and use works like when-then or if. For example: When energy levels are down then we feed the pet. When the pet barks next to the door we take it out for a walk. This helps in developing literacy skills along with life skills training and topics like animals, pets, care, daily routines can be incorporated along with the freedom to be creative.

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Since children are eager and curious learners introducing them to computational thinking concepts like sequencing, pattern recognition, decomposition, algorithms, abstraction, creative projects, collaboration, show and share, coding platforms and gamified learning can help develop problem-solving skills, critical thinking skills and creativity (Siu, 2022).

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Strand A in the Ontario Science and Technology Curriculum the overall expectation is
A2.
Coding and Emerging Technologies

use coding in investigations and to model concepts, and assess the impact of coding and of emerging technologies on everyday life (Ontario, 2022)

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Coding introduces students to data representation through forms of graphing and charts to begin to understand how data can be represented visually.

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Story Composition, Elements of a story, Identifying the problem and resolution of a story can all be naturally integrated as an inquiry-based method of teaching through coding. As the student is creating a story, they will naturally come to these concepts, which then can be reinforced and reitterated in other lessons.

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Starting from Kindergarten, we can be teaching the foundations of thinking mathematically through practices like patterning and sequencing. Coding is one such avenue that is accessible through apps like Scratch (and ScratchJr.) as they are friendly for the pre-literate age group.

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Coding is the new literacy needed for future-ready people. Like learning additional languages, it improves neuroplasticity, our ability to problem solve and engage in critical thinking (Huerta, 2015).