Double-Entry Journal #7
1. Why should programming be part of school curriculum?
"While the Computer Clubhouse's most popular software titles enabled multiple media integration and manipulation, programming was considered a 'stand-alone' task and was therefore perceived as incompatible and irrelevant to popular design activities. . . . Beginning in Winter 2005, a steady stream of undergraduate mentors joined the Clubhouse and the first explosion of Scratch activity was seen starting in early January 2005. Youth were encouraging one another to try out the program, and mentors worked with youth to create the first Scratch projects." (Kaifai, Peppler, & Chiu, p. 7-8)
Programming needs to be a part of the school curriculum simply because it broadens a student's knowledge of computer-related tasks, making information retention and material learning much more fun and complex. Children who were part of the Clubhouse were introduced to Scratch and computer-programming, and while it started slow, Scratch projects really took off after more and more children were introduced to it. Using Scratch allows children to be creative, and express themselves through a media which many students don't ever come into contact with. As a public school student, I never came into contact with computer programming.
Programming needs to be a part of the school curriculum simply because it broadens a student's knowledge of computer-related tasks, making information retention and material learning much more fun and complex. Children who were part of the Clubhouse were introduced to Scratch and computer-programming, and while it started slow, Scratch projects really took off after more and more children were introduced to it. Using Scratch allows children to be creative, and express themselves through a media which many students don't ever come into contact with. As a public school student, I never came into contact with computer programming.
2. What are the barriers to implementing programming in schools?
"For the last twenty years, issues of the digital divide have driven efforts around the world to address the lack of access to computers and the Internet, pertinent and language appropriate content, and technical skills in low-income communities." (Kaifai, Peppler, & Chiu, p. 1)
There are many barriers to implementing programming in schools and only a few of them are listed in the quote above. Since the paper talks specifically about "low-income communities" we can assume that the greatest barrier faced for most schools is the lack of income for incorporating programs such as Scratch into the daily curriculum of students. While technology within the school system is one of the most prominent issues in today's schooling society, not all school officials are wanting to put money toward buying new technology which then puts a limit of what the students can do. There's also the barrier of not having a teacher that knows how to correctly use the software that could teach the children. I've been using Scratch for 3-4 weeks now, and I think I could teach a basic class on it, but I would probably stumble my way through my lecture.
There are many barriers to implementing programming in schools and only a few of them are listed in the quote above. Since the paper talks specifically about "low-income communities" we can assume that the greatest barrier faced for most schools is the lack of income for incorporating programs such as Scratch into the daily curriculum of students. While technology within the school system is one of the most prominent issues in today's schooling society, not all school officials are wanting to put money toward buying new technology which then puts a limit of what the students can do. There's also the barrier of not having a teacher that knows how to correctly use the software that could teach the children. I've been using Scratch for 3-4 weeks now, and I think I could teach a basic class on it, but I would probably stumble my way through my lecture.
3. How can barriers to implementing programming in school be overcome?
Barriers for implementing programming in schools can be overcome by finding teachers who specialize in one subject such as math, science, or reading, but have the background knowledge needed to teach the students computer programming. There are some teachers at the high school I graduated from that teach their content specialization but also teach something else, because of the lack of teachers who specializes in these certain fields. Lack of funding is also a barrier. Where I did my Clinical I placement last semester, the teacher of the FACS classroom I was in, had applied for a grant so that her students would have sewing machines to use in the classroom. There are multiple ways that the barriers can be overcome, whether it's by applying for a grant, but you have to look for resources to overcome the barriers.
Bibliography
Barriers for implementing programming in schools can be overcome by finding teachers who specialize in one subject such as math, science, or reading, but have the background knowledge needed to teach the students computer programming. There are some teachers at the high school I graduated from that teach their content specialization but also teach something else, because of the lack of teachers who specializes in these certain fields. Lack of funding is also a barrier. Where I did my Clinical I placement last semester, the teacher of the FACS classroom I was in, had applied for a grant so that her students would have sewing machines to use in the classroom. There are multiple ways that the barriers can be overcome, whether it's by applying for a grant, but you have to look for resources to overcome the barriers.
Bibliography
Kaifai, Y. B., Peppler, K. A., & Chiu, G. M. High Tech Programmers in Low-Income Communities: Creating a Computer
Culture in a Community Technology Center. University of California: Los Angeles
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