Dunia Camperos
Digital Leadership and Learning
EDLD 5315
Lamar University
Review of the Literature
​
Technology is now more than ever in our everyday life. As it keeps evolving those of us who are not directly taking part in the innovations labs, creating and testing out new ideas cannot foresee what the future will be like, but we know from our own life experience that it will be completely different from today, in ways that we cannot predict.
​
CODE.org and other non profits initiatives were created to help expand access of computer science in schools as part of their core education (code.org). An even though these types of initiatives have been happening since Seymour Paupert created Logo programming language in the 1960’s, with the end goal of becoming an expressive medium to apply within other subjects rather than a skill to be learned for the sake of learning it (Hutchinson, Nadolny, & Estapa, 2017), the implementation of computer science as a core subject in the curricula of elementary grades is still sporadic. More efforts have been made at a Middle and High school level, as AP programs or electives. But these efforts are at best a work in progress as efforts and successful programs keep evolving and depend on District and/or School STEM projects and programs. Some of this can be explained by the lack of, and difficulty in obtaining teacher training, professional development and certification in computer science ( Imberman, Sturm, & Azhar, 2016).
COMPUTER SCIENCE, CODING AND CODING LITERACY
Computer science is a field where you are learning how technology works, and in a broader sense, CS is about logic, problem solving and creativity (Partovi, TEDx 2014). Computational thinking is a method for solving problems like computer science does ( Imberman, Sturm, & Azhar 2016). The process where programmers write a code, a step by step instruction for computers to complete a task has been called coding. But as technology changes so do their terms and concepts and now the term is also used to describe the creation of a sequence of instructions with tools basic enough for young children (Hutchinson, Napoli, & Estapa 2016).
​
Coding is now considered a core skill just like Reading, Writing and Math. As a fundamental skill, it supports STEM education that requires problem solving skills, logically breaking down problems into smaller ones, identifying errors and creating solutions (Wu, Looi, Mulisilta, How, Choi, Hsu, & Tuomi,2020).
​
Comparisons are made from reading to coding: As students first learn letters and sounds to start to decode their first words, learning to read and then reading to learn, coding helps young students learn fundamental concepts of programming such as sequence, looping and debugging, and these first steps will allow students to develop computational thinking as a mental strategy to solve problems (Snelling, 2018). Computational thinking will be fundamental to many of today’s students’ careers and interests as technology is embedded in different and vast industries such as health, entertainment, construction, art and retail. Computer thinking is no longer vocational for jobs opportunities but foundational for any job you may want to have in the next 20-30 years (Partovi TEDx, 2014).
​
Code literacy will be required to be able to participate in the workforce. When we learn language, we were not only taught how to listen but also how to speak. In the same way when we learn code literacy, we do not only learn how to read but also how to write it in code (Rushkoff ,2012).
To be code fluent or literate, students should have the ability to use technology and apply it. Application of coding comes in the process of decomposing a problem, recognizing patterns, using abstraction, and come up with a solution(s). This solution is what is called an algorithm, a step by step answer to particular problem ( Imberman, Deborah Sturm, & Azhar 2016).
​
Coding in elementary schools
The surge to teach coding in schools has been catalyzed by new types of programming interfaces, particularly block-based coding (Resnick & Rusk 2020). The more popular are coding apps that use visual programming such as Scratch, Scratch Jr. In these block based apps students learn to express and create. The Scratch website provides space for a collaborative community of users to gain experience and skills through existing projects of interest (Hutchinson, Naldoni, & Estapa 2017).
​
Toys and coding games are also very favored when teaching young children how to code. Some examples are Lightbot, Oslo coding game kit and Robots like Ozobot and Robot turtles.
​
A more hands on approach is coding with robotics. LEGO Mindstorms Robotics provides a physical computing device that can be used to solve problems using motors and sensors in an icon-based programming environment (Imberman, Deborah Sturm, & Azhar, 2016).
Unplugged, sequential activities that introduce different algorithmic concepts, includes topics such as binary system and can also be used to teach Coding. (Imberman, Deborah Sturm, & Azhar, 2016). Young children can learn to Code through games that teach the importance of creating and following a set of instructions. No computers are used in these types of games. Feed the mouse, Binary cards and If/then Backyard coding are some examples in thinkfun.com
​
Computer science-oriented board games for consumers have also gained track as part of the Markerspace movement in libraries. These coding board games develop and implement the use of algorithms, debugging, and reasoning with conditionals (Lee, Poole, Midura, Recker, Rasmussen, 2020).
​
Another model to teach coding advocates Problem Based Learning. Students use real world problems and create, develop logical solutions using their critical thinking skills (Kim, 2019). Coding projects provide students with opportunities to work on meaningful projects, not just puzzles or problem-solving activities (Resnick & Rusk, 2020). They approach a community problem, analyze, create an initial idea, test it out, debug and finally share it with the community they want to help.
​
As coding keeps evolving into this idea of coding literacy and more research creates models to incorporate computational thinking as a foundational language just like we need reading to learn. PRADA, an acronym for Pattern Recognition, Abstraction, Decomposition, and Algorithms, is a practical and understandable way of introducing the core ideas of CT to non-computing teachers that can be used to solve problems across all subjects and disciplines (Dong, Catete, Jocius, Lytle, Barnes, Albert, Joshi, Robinson, & Andrews, 2019).
Use of books to Teach Coding in elementary students
​
Many coding books for children have been written in the past 10 years. Books that are specifically written for the younger audience, elementary students are Hello Ruby, adventures in coding by Linda Liukas (October 2015); How to Code a Sandcastle by Josh Funk (2018) -a book sponsored by the non-profit Girls Who Code; Coding games in Scratch (December, 2015) developed by the MIT Media Lab's Lifelong Kindergarten research group; and, A beginners guide to coding by Marc Scott (August 10, 2016).
​
There are not many reports or studies about how effectively to use coding books in coding programs for students in primary grades of elementary. Katy Clausem (2019) recommends to introduce coding books during Storytime. Clausem suggests to use picture books about problem solving and focus on predictions when reading other primary level books during whole group read alouds or shared reading. They can also be used to teach coding literacy as children recognize patterns and decompose problems, and come up with creative solutions.
​
Building science literacy is defined as students reading, writing, listening and speaking throughout the lessons (stemscopes.com). Students’ success in the domain of science is necessarily linked to their fluency with this specialized discourse (Gee, 2004; Lemke, 1990). In language-rich classroom teachers integrate reading and writing with hands-on science activities (Honig, 2010).
​
Coding programs mostly enter into schools through STEM (Science, Technology, Engineering and Math) initiatives relying heavily on hands on experiences: learn it by doing it. Even though more books about coding are written specifically for children, academic reading and writing about coding concepts has not been at the forefront of coding pedagogy for elementary students.
Conclusions
The term coding literacy does not refer to use of books to read and write about coding as it does for example in academic settings to learn science literacy. Coding literacy refers to ability to create code in coding apps or programming, and to be fluent in computer science as the developed skill for problem solving, decomposing, pattern recognition and creative solutions. More research needs to be done in order to determine if the use of books of coding can be an effective part of academic coding language together with coding apps, robotic coding and unplugged coding activities.
Discuss the contributions of this body of literature to the broader field of education.
Everybody agrees that being able to use a computer is becoming a necessary skill to function in a world where technology is in every aspect of our daily lives. But now to be competitive, you also need to know computer science. Furthermore to be successful in Computer science we need to develop computer thinking skills and its fundamentals: decomposition, pattern recognition, pattern abstraction and algorithms. Non-profits organizations are creating many resources to expand the reach and participation of K-12 schools but it is still a novelty. Coding is still not recognized within the education academic as a core subject. And as such it is not taught in the Teacher Education Programs. If Teacher Programs do not include coding pedagogy as they do reading, writing and math, coding will not be taught in schools with the same level of importance.
Identify and discuss the pros/cons, strengths/weaknesses of this body of literature:
There are many great peer reviewed research papers and journals about the benefits of coding and coding literacy but very few research about the pedagogy models to teach coding. Information about the use of coding books to teach coding are marginal as these books came out many years after Robotics programs and coding apps. Coding books to teach coding to young children remains more as of an afterthought in the computer science community/industry which has been the main driver to insert coding into schools.
Discuss what is missing from this body of literature that will serve as the focus of your study/methodology.
The 5E instructional model to teach science concepts. One needs to read more about the benefits and successes of this model so that implementing a coding program can be feasible and easy to implement and use in elementary schools, specially in bilingual classroom need literate-rich environments.
References
Clasusen Katie (2019) Children & Libraries: The Journal of
the Association for Library Service to Children.
Winter2019, Vol. 17 Issue 4, p19-21. 3p. 2
Dewey, J. (2019) ‘Coding in the Curriculum’, Salem
Press Encyclopedia. Available at: https://search- ebscohost-com.libproxy.lamar.edu/login.aspx?
Dong Yihuan, Cateté Veronica, Jocius Robin, Lytle Nicholas,
Barnes Tiffany, Albert Jennifer, Joshi Deepti, Robinson
Richard, Andrews Ashley , North Carolina State
University, Raleigh, North
Carolina The Citadel, Charleston, South Carolina
(March, 2019)
PRADA: A Practical Model for Integrating
Computational Thinking in K- 12 Education SIGCSE @citadel.edu
Geun-Hyung Kim (October 31,2019) A learning
Model for Software Coding Education
J Probl Based Learn. 2019;6(2):67-75.
DOI: https://doi.org/10.24313/jpbl.2019.00164
Granger, Chris (January 26, 2015) Coding is not the new literacy, code.org
Honig, Sheryl A Framework for Supporting Scientific Language
in the Primary Grade (September 2010) The Reading
Teacher Vol 64, No1. Pp23-32
Hutchison, A., Nadolny, L. and Estapa, A. (2016) ‘Using
Coding Apps to Support Literacy Instruction and
Develop Coding Literacy’, Reading Teacher, 69(5),
pp. 493–503. Available at: https://search-ebscohost-
com.libproxy.lamar.edu/login.aspx?
Imberman Susan, Sturm Deborah, Azhar Mohammad
(June 2014) Consortium for Computer
Sciences in Colleges. JCSC29_6
Klawe, Maria Project Tomorrow, & BrainPOP. (2018).
Coding in K-8 Classrooms: Empowering a
New Generation of Creators. In Project
Tomorrow. Project Tomorrow.
Lafee, S. (2017). CODING: The New 21st-Century
Literacy? Education Digest, 83(2), 25–30
Lee, V. R., Poole, F., Clarke-Midura, J., Recker, M., &
Rasmussen, M. (2020). Introducing Coding through
Tabletop Board Games and Their Digital Instantiations
across Elementary Classrooms and School
Libraries. Technical Symposium on Computer Science
Education, 787.
Resnick Mitchel and Rusk Natalie(Nov 1st, 2020)
Coding at a crossroads
Source Communications of AC
Rushkoff, Douglas (November 13, 2012) Code Literacy: A 21st- Century Requirement, Edutopia
Wu, L., Looi, C.-K., Multisilta, J., How, M.-L., Choi, H., Hsu,
T.- C., & Tuomi, P. (2020). Teacher’s Perceptions and
Readiness to Teach Coding Skills: A Comparative
Study between Finland, Mainland China, Singapore, |
Taiwan, and South Korea. Asia-Pacific Education
Researcher, 29(1), 21–34.