| List of illustrations |
|
xi | |
| List of contributors |
|
xiii | |
| The coding dream |
|
xx | |
| Introduction |
|
xxi | |
| Part I Teaching coding |
|
1 | (78) |
|
|
|
3 | (19) |
|
|
|
|
|
|
|
|
|
3 | (2) |
|
Problem-solving on computers |
|
|
5 | (4) |
|
|
|
9 | (3) |
|
|
|
12 | (1) |
|
|
|
13 | (4) |
|
|
|
17 | (2) |
|
|
|
19 | (1) |
|
|
|
20 | (1) |
|
|
|
21 | (1) |
|
2 Teaching Computational Thinking |
|
|
22 | (14) |
|
|
|
|
|
|
|
22 | (1) |
|
Computational Thinking: a brief history |
|
|
22 | (1) |
|
Defining and understanding Computational Thinking |
|
|
23 | (1) |
|
Computational Thinking: 11 years on |
|
|
24 | (1) |
|
The impact of Computational Thinking on education and employment |
|
|
24 | (1) |
|
Computational Thinking in the National Curriculum |
|
|
25 | (1) |
|
The structure of the Computational Thinking curriculum |
|
|
26 | (2) |
|
Thinking about the order in which you will teach concepts and ideas |
|
|
28 | (1) |
|
Examples of what to teach and how |
|
|
29 | (1) |
|
Computational Thinking through the National Curriculum at each stage |
|
|
30 | (1) |
|
Computational Thinking across the curriculum |
|
|
31 | (1) |
|
Reflections on learning how to teach Computational Thinking |
|
|
32 | (1) |
|
Questions that we have asked and answered in this chapter |
|
|
33 | (1) |
|
|
|
34 | (1) |
|
|
|
34 | (2) |
|
3 Thirteen considerations for teaching coding to children |
|
|
36 | (17) |
|
|
|
|
|
Computer science is the new liberal art |
|
|
37 | (1) |
|
|
|
38 | (1) |
|
Learning to program takes more than an hour |
|
|
39 | (1) |
|
|
|
39 | (2) |
|
There is no computer science without computers |
|
|
41 | (1) |
|
The standards are at best premature |
|
|
42 | (1) |
|
Computer science is a context for constructing mathematical knowledge |
|
|
43 | (1) |
|
|
|
43 | (2) |
|
Physical computing is a critical context for learning computer science |
|
|
45 | (1) |
|
Instrumental coding, additive teaching |
|
|
45 | (1) |
|
There's more to CS for kids than programming "video games" |
|
|
46 | (1) |
|
Seemingly simple projects can reveal authentic opportunities to grapple with big ideas |
|
|
46 | (3) |
|
There is no substitute for personal computing |
|
|
49 | (1) |
|
|
|
50 | (1) |
|
|
|
50 | (3) |
|
4 Coding cleverness: a beginner's guide to artificial intelligence |
|
|
53 | (12) |
|
|
|
|
|
|
|
53 | (2) |
|
Learning the unplugged way |
|
|
55 | (2) |
|
Learning about machine learning |
|
|
57 | (3) |
|
Standing on the shoulders of experts |
|
|
60 | (1) |
|
Classroom exploration: making the rules up |
|
|
60 | (1) |
|
Round the houses naturally |
|
|
61 | (1) |
|
Classroom exploration: Game of Zones |
|
|
61 | (2) |
|
Classroom exploration: Aiingo - the artificial intelligence bingo |
|
|
63 | (1) |
|
|
|
64 | (1) |
|
|
|
64 | (1) |
|
5 Bits and bytes in blue, programming in pink: gender bias or reality? |
|
|
65 | (14) |
|
Kimberely Fletcher Nettleton |
|
|
|
|
|
|
65 | (2) |
|
|
|
67 | (1) |
|
|
|
68 | (1) |
|
|
|
69 | (1) |
|
|
|
70 | (4) |
|
|
|
74 | (1) |
|
|
|
74 | (5) |
| Part II The subject of coding |
|
79 | (86) |
|
6 DIY zones for Scratch design in class and club |
|
|
81 | (20) |
|
|
|
|
|
81 | (1) |
|
DIY media: motivation, production, and legitimate audiences |
|
|
82 | (3) |
|
Methodology: setting and participants |
|
|
85 | (1) |
|
|
|
86 | (1) |
|
Data collection and analyses |
|
|
86 | (1) |
|
Formulations and findings |
|
|
87 | (1) |
|
|
|
87 | (4) |
|
Production: programming concepts utilized |
|
|
91 | (2) |
|
|
|
93 | (1) |
|
|
|
94 | (2) |
|
Wrapping up and next steps |
|
|
96 | (2) |
|
|
|
98 | (1) |
|
|
|
98 | (3) |
|
7 A journey from order to disorder: coding snippets in mathematics |
|
|
101 | (18) |
|
|
|
|
|
101 | (2) |
|
|
|
103 | (1) |
|
Coding for number patterns |
|
|
103 | (6) |
|
|
|
109 | (7) |
|
|
|
116 | (1) |
|
|
|
116 | (1) |
|
|
|
116 | (3) |
|
8 Computer science: the silent 'C' in 'STEM' |
|
|
119 | (10) |
|
|
|
|
|
119 | (1) |
|
|
|
120 | (1) |
|
|
|
121 | (2) |
|
Project name: What shape am I? |
|
|
123 | (1) |
|
Project name: Create a wearable tech felt bracelet with LEDs |
|
|
124 | (1) |
|
Project name: Make a lighthouse with an LED light at the top |
|
|
125 | (1) |
|
Project name: Create a birthday card with a circuit |
|
|
126 | (1) |
|
Project name: Spinning planets |
|
|
126 | (1) |
|
|
|
127 | (1) |
|
|
|
127 | (1) |
|
|
|
127 | (2) |
|
9 Sonic Pi: live coding in education - engaging a new generation of coders |
|
|
129 | (9) |
|
|
|
Code as a musical instrument |
|
|
129 | (1) |
|
|
|
130 | (2) |
|
|
|
132 | (1) |
|
|
|
132 | (3) |
|
Teaching programming with music |
|
|
135 | (1) |
|
Programming as performance |
|
|
136 | (1) |
|
|
|
137 | (1) |
|
|
|
137 | (1) |
|
|
|
137 | (1) |
|
|
|
137 | (1) |
|
10 Minecraft as a framework for engagement |
|
|
138 | (11) |
|
|
|
|
|
138 | (1) |
|
|
|
138 | (1) |
|
Background to the three projects |
|
|
139 | (1) |
|
The framework for engagement |
|
|
140 | (1) |
|
|
|
141 | (2) |
|
What evidence was there that they worked? |
|
|
143 | (2) |
|
|
|
145 | (1) |
|
|
|
146 | (1) |
|
What was left unresolved? |
|
|
146 | (1) |
|
|
|
147 | (1) |
|
|
|
148 | (1) |
|
11 SOLE coding: towards a practitioner-led development framework for the teaching of computational thinking |
|
|
149 | (16) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
149 | (1) |
|
|
|
150 | (1) |
|
|
|
151 | (1) |
|
|
|
152 | (1) |
|
|
|
152 | (5) |
|
|
|
157 | (3) |
|
|
|
160 | (2) |
|
|
|
162 | (1) |
|
|
|
162 | (1) |
|
|
|
163 | (2) |
| Part III Coding and the wider curriculum |
|
165 | (30) |
|
12 Possible: the Raspberry Pi - a world of opportunities |
|
|
167 | (9) |
|
|
|
|
|
|
|
167 | (1) |
|
The Raspberry Pis are in the cupboard, not being used! |
|
|
167 | (1) |
|
|
|
168 | (1) |
|
Communicating with the Pi |
|
|
169 | (2) |
|
Projects - how to get started |
|
|
171 | (3) |
|
Networking and communication with the Pi |
|
|
174 | (1) |
|
|
|
175 | (1) |
|
13 Kids, coding and computational tinkering |
|
|
176 | (11) |
|
|
|
|
|
|
|
176 | (2) |
|
|
|
178 | (1) |
|
Starting from Scratch (and Logo) |
|
|
179 | (1) |
|
Learning to code, learning to create |
|
|
180 | (1) |
|
From block-based to text-based programming |
|
|
181 | (2) |
|
Tangible computing - cuddly coding |
|
|
183 | (2) |
|
|
|
185 | (1) |
|
|
|
185 | (1) |
|
|
|
185 | (2) |
|
14 Collaborative coder poets |
|
|
187 | (8) |
|
|
|
Coding is a language skill |
|
|
187 | (1) |
|
|
|
188 | (1) |
|
|
|
189 | (2) |
|
|
|
191 | (1) |
|
|
|
191 | (3) |
|
|
|
194 | (1) |
| Appendix 1: Glossary |
|
195 | (4) |
| Appendix 2: Coding Resources |
|
199 | (2) |
| Appendix 3: Coding Art |
|
201 | (8) |
| Index |
|
209 | |
Lisainfo e-raamatute kohta