“What’s fascinating about computer science is that it requires analytical skills, problem solving and creativity, while also being both foundational and vocational,” says Hadi Partovi, co-founder of Code.org
Not every child who learns to write will become a novelist, nor everyone who learns algebra a mathematician, yet we treat both as foundational skills that all children should learn. Coding is the same
Understanding that in the future no profession is untouched by machines means admitting that coding is part of the liberal arts, and therefore a core skill every child must possess.
Everyone I interviewed observed that the best way to reach young children was to get them to create games, or to treat learning exercises as a form of play.
This idea of applying gaming mechanics to non-game situations is known as gamification.
What defines a game is having a goal or objective
What we learn from games is that adding narrative, storyline, a theme, or fun graphics to our lessons and activities can help students be more engaged.
When I used the game Angry Birds to teach my students about x intercepts in math, not one student asked me, "Why do we need to learn this?"
This model of creating playsheets out of worksheets can be applied digitally or non-digitally. While students are working on math problems, play video game-style music in the background.
This article gives a good description of the tool Project Writer. Teachers can assign collaborative projects and also provide required vocab that must be included in the project.
Now you can add a co-teacher, work ahead and save assignments as drafts, assign grades without returning the assignment and have private comments emailed directly to students!
Our society remains deeply biased against careers that involve any sort of risk. Economic anxiety caused by rapid change has encouraged more conservatism when it comes to careers, at precisely the time when we should be most innovative.
Second, and most importantly, we need to address the risk of these professions head on.
First, we need to cultivate more role models that show how to be a maker and that such a career is entirely possible and potentially even profitable.
But while we have made the tools more accessible, we haven’t made the careers easier to build. Nearly all creative markets are what labor economists call tournament models, where the chance of winning is small, but the winnings are huge if you can reach the pinnacle of the profession.
But we have yet to build mechanisms to de-risk these careers over time. How can we create more market resilience for creativity?
Society isn’t about to change its approach to risk, but we can change both the perception and actual risk of taking on a creative profession.
K= what I know
w= what I want to know
L= what I want to learn
There is much, much more to it than this. Videos are meant to be consumed in short bursts, while literature, for example, is meant to be “sat with.” Videos are (often manic) sprints, while texts are (often meandering) walks.
She uses functions to control objects by assigning a number, or input, to a variable that results in a specific output or movement, producing the action that you see in a videogame. She also uses algebraic reasoning, coordinate graphing, linear equations and rate of change or slope to create her games.)