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E-raamat: Creating the Coding Generation in Primary Schools: A Practical Guide for Cross-Curricular Teaching [Taylor & Francis e-raamat]

Edited by (Lecturer in Education, Newcastle University)
  • Formaat: 210 pages, 11 Tables, black and white; 22 Line drawings, black and white; 22 Halftones, black and white; 44 Illustrations, black and white
  • Ilmumisaeg: 19-Sep-2017
  • Kirjastus: Routledge
  • ISBN-13: 9781315545813
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  • Taylor & Francis e-raamat
  • Hind: 147,72 €*
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Creating the Coding Generation in Primary Schools: A Practical Guide for Cross-Curricular TeachingSuurem pilt
  • Formaat: 210 pages, 11 Tables, black and white; 22 Line drawings, black and white; 22 Halftones, black and white; 44 Illustrations, black and white
  • Ilmumisaeg: 19-Sep-2017
  • Kirjastus: Routledge
  • ISBN-13: 9781315545813
Teised raamatud teemal:
Taylor & Francis e-raamatudRohkem infot Taylor & Francis e-raamatute kohta
Raamatu kodulehekülg: https://www.taylorfrancis.com/books/9781315545813
Creating the Coding Generation in Primary Schools sets out the what, why and how of coding. Written by industry innovators and experts, it shows how you can bring the world of coding to your primary school practice.

It is packed with a range of inspirational ideas for the cross-curricular teaching of coding, from demystifying algebra in maths, to teaching music, to designing digital storytelling, as well as an insight into the global movement of free coding clubs for young people such as CoderDojo and Girls Learning Code.

Key topics explored include:











what we mean by coding





understanding and teaching computational thinking





building pupils passion for and confidence with technologies





artificial intelligence systems





how gender impacts on coding





STEM learning and Computer Science





using Minecraft to improve pupil engagement





fun projects using a Raspberry Pi.

Designed to be read from cover to cover or dipped into for ideas and advice, Creating the Coding Generation in Primary Schools offers all teachers a deeper knowledge and understanding of coding that will help them support and inspire the coding generation. It is cool to code!
List of illustrations
xi
List of contributors
xiii
`The coding dream' xx
Introduction xxi
PART I Teaching coding
1(78)
1 What is coding?
3(19)
Tim Bell
Caitlin Duncan
Austen Rainer
"Code" as a buzzword
3(2)
Problem-solving on computers
5(4)
Programming
9(3)
Computer science
12(1)
Computational thinking
13(4)
Software engineering
17(2)
Conclusion
19(1)
Notes
20(1)
References
21(1)
2 Teaching Computational Thinking
22(14)
Caroline Walker
Alan Gleaves
Introduction
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)
Notes
34(1)
References
34(2)
3 Thirteen considerations for teaching coding to children
36(17)
Gary S. Stager
Sylvia Martinez
Computer science is the new liberal art
37(1)
We have done this before
38(1)
Learning to program takes more than an hour
39(1)
Fluency is the goal
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)
Covering curriculum
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)
Notes
50(1)
References
50(3)
4 Coding cleverness: a beginner's guide to artificial intelligence
53(12)
Peter W. McOwan
Paul Curzon
Natural born computers
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)
Final thoughts
64(1)
References
64(1)
5 Bits and bytes in blue, programming in pink: gender bias or reality?
65(14)
Kimberely Fletcher Nettleton
Michael W. Kessinger
Gender, games, and toys
65(2)
Visual games
67(1)
Video and computer games
68(1)
Casual games
69(1)
Coding
70(4)
Closing
74(1)
References
74(5)
PART II The subject of coding
79(86)
6 DIY zones for Scratch design in class and club
81(20)
Quinn Burke
Introduction
81(1)
DIY media: motivation, production, and legitimate audiences
82(3)
Methodology: setting and participants
85(1)
DIY programming: Scratch
86(1)
Data collection and analyses
86(1)
Formulations and findings
87(1)
Motivation
87(4)
Production: programming concepts utilized
91(2)
Case study projects
93(1)
Legitimate audiences
94(2)
Wrapping up and next steps
96(2)
Notes
98(1)
References
98(3)
7 A journey from order to disorder: coding snippets in mathematics
101(18)
Steve Humble
Introduction
101(2)
The meaning of order
103(1)
Coding for number patterns
103(6)
When is there pattern?
109(7)
The future
116(1)
Notes
116(1)
References
116(3)
8 Computer science: the silent `C' in `STEM'
119(10)
Yasemin Allsop
Introduction
119(1)
What is STEM learning?
120(1)
Computer science in STEM
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)
Conclusion
127(1)
Notes
127(1)
References
127(2)
9 Sonic Pi: live coding in education --- engaging a new generation of coders
129(9)
Sam Aaron
Code as a musical instrument
129(1)
Classroom-focused design
130(2)
A simple interface
132(1)
A simple language
132(3)
Teaching programming with music
135(1)
Programming as performance
136(1)
Conclusions
137(1)
Acknowledgements
137(1)
Notes
137(1)
References
137(1)
10 Minecraft as a framework for engagement
138(11)
Joel Mills
Context
138(1)
Background
138(1)
Background to the three projects
139(1)
The framework for engagement
140(1)
How did they engage?
141(2)
What evidence was there that they worked?
143(2)
Results in theory
145(1)
Results in practice
146(1)
What was left unresolved?
146(1)
Notes
147(1)
References
148(1)
11 SOLE coding: towards a practitioner-led development framework for the teaching of computational thinking
149(16)
Anne Preston
Chris Carr
Shaimaa Lazem
Bradley Pursglove
Ahmed Kharrufa
Patrick Olivier
Sugata Mitra
Introduction
149(1)
SOLE as change enabler
150(1)
Why SOLECODE?
151(1)
Personal visions
152(1)
Collaboration
152(5)
Inquiry
157(3)
Mastery
160(2)
Conclusion
162(1)
Notes
162(1)
References
163(2)
PART III Coding and the wider curriculum
165(30)
12 Possible: the Raspberry Pi --- a world of opportunities
167(9)
Simon Marsden
David Hill
Introduction
167(1)
The Raspberry Pis are in the cupboard, not being used!
167(1)
Virtual machines
168(1)
Communicating with the Pi
169(2)
Projects --- how to get started
171(3)
Networking and communication with the Pi
174(1)
Notes
175(1)
13 Kids, coding and computational tinkering
176(11)
David Miller
Mark Horneff
Introduction
176(2)
Computational thinking
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)
Conclusion
185(1)
Notes
185(1)
References
185(2)
14 Collaborative coder poets
187(8)
Bill Liao
Coding is a language skill
187(1)
Creativity in school
188(1)
CoderDojo mentorship
189(2)
Nerfed coding languages
191(1)
CoderDojos worldwide
191(3)
Notes
194(1)
Appendix 1 Glossary 195(4)
Appendix 2 Coding Resources 199(2)
Appendix 3 Coding Art 201(8)
Index 209
Steve Humble MBE is Researcher and Teaching Fellow for Primary and Secondary PGCE Maths at Newcastle University, UK, with extensive experience working as an educational advisor to both government and schools.
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