Yasmin B. Kafai's guest appearances

Yasmin B. Kafai

New Books in Education

New Books in Technology

New Books Network

George Couros

Audrey Watters

Matt Cook

Tressie McMillan Cottom

Peter Lang

Thomas Leitch

K. Linder

Christine L. Borgman

Larry Cuban

Margie Meacham

J. Neuhaus

Phillipa Chong

Benjamin Castleman

Lisi Rankin

Alan Rubel

OwlTail

Quinn Burke

Although the push to persuade everyone to learn to code is quite the current rage, the coding movement has roots that extend back for more than a few decades. In 1980 Seymour Papert published his book, Mindstorms: Children, Computers, and Powerful Ideas, arguing that learning to code would help children to better understand not only educational subject matter, but how to think. This book influenced the push in the early 1980s to place coding in schools. This early “learn to code” movement, though revolutionary, was unsustainable for many reasons.In the new book Connected Code: Why Children Need to Learn Programming (MIT, 2014), Yasmin B. Kafai, Professor of Learning Sciences at the University of Pennsylvania’s Graduate School of Education, and Quinn Burke, Assistant Professor in the Department of Teacher Education at the College of Charleston, reexamine this early movement and the necessity of reintegrating coding into the K-12 curriculum. Kafai and Burke, too, view coding education as essential in assisting children in understanding how to think about different subjects. But the authors do not simply theorize coding as helping with computational thinking. Kafai and Burke assert that learning how to code is productive for computational participation. That is, programming helps learners not only with thinking, but also with communicating and making social connections. Computational participation, therefore, has ramifications that go beyond the schoolhouse. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Although the push to persuade everyone to learn to code is quite the current rage, the coding movement has roots that extend back for more than a few decades. In 1980 Seymour Papert published his book, Mindstorms: Children, Computers, and Powerful Ideas, arguing that learning to code would help children to better understand not only educational subject matter, but how to think. This book influenced the push in the early 1980s to place coding in schools. This early “learn to code” movement, though revolutionary, was unsustainable for many reasons. In the new book <a href="http://www.amazon.com/dp/B00LVD10CW/?tag=newbooinhis-20" rel="nofollow" target="_blank">Connected Code: Why Children Need to Learn Programming</a> (MIT, 2014), <a href="http://scholar.gse.upenn.edu/kafai" rel="nofollow" target="_blank">Yasmin B. Kafai</a>, Professor of Learning Sciences at the University of Pennsylvania’s Graduate School of Education, and <a href="http://teachered.cofc.edu/faculty-staff-listing/burke-quinn.php" rel="nofollow" target="_blank">Quinn Burke</a>, Assistant Professor in the Department of Teacher Education at the College of Charleston, reexamine this early movement and the necessity of reintegrating coding into the K-12 curriculum. Kafai and Burke, too, view coding education as essential in assisting children in understanding how to think about different subjects. But the authors do not simply theorize coding as helping with computational thinking. Kafai and Burke assert that learning how to code is productive for computational participation. That is, programming helps learners not only with thinking, but also with communicating and making social connections. Computational participation, therefore, has ramifications that go beyond the schoolhouse. Learn more about your ad choices. Visit <a href="https://megaphone.fm/adchoices" rel="nofollow" target="_blank">megaphone.fm/adchoices</a>Support our show by becoming a premium member! <a href="https://newbooksnetwork.supportingcast.fm/education" rel="nofollow" target="_blank">https://newbooksnetwork.supportingcast.fm/education</a>

Yasmin B. Kafai and Quinn Burke, “Connected Code: Why Children Need to Learn Programming” (MIT, 2014)

Although the push to persuade everyone to learn to code is quite the current rage, the coding movement has roots that extend back for more than a few decades. In 1980 Seymour Papert published his book, Mindstorms: Children, Computers, and Powerful Ideas, arguing that learning to code would help children to better understand not only educational subject matter, but how to think. This book influenced the push in the early 1980s to place coding in schools. This early “learn to code” movement, though revolutionary, was unsustainable for many reasons.In the new book Connected Code: Why Children Need to Learn Programming (MIT, 2014), Yasmin B. Kafai, Professor of Learning Sciences at the University of Pennsylvania’s Graduate School of Education, and Quinn Burke, Assistant Professor in the Department of Teacher Education at the College of Charleston, reexamine this early movement and the necessity of reintegrating coding into the K-12 curriculum. Kafai and Burke, too, view coding education as essential in assisting children in understanding how to think about different subjects. But the authors do not simply theorize coding as helping with computational thinking. Kafai and Burke assert that learning how to code is productive for computational participation. That is, programming helps learners not only with thinking, but also with communicating and making social connections. Computational participation, therefore, has ramifications that go beyond the schoolhouse. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/technology

Although the push to persuade everyone to learn to code is quite the current rage, the coding movement has roots that extend back for more than a few decades. In 1980 Seymour Papert published his book, Mindstorms: Children, Computers, and Powerful Ideas, arguing that learning to code would help children to better understand not only educational subject matter, but how to think. This book influenced the push in the early 1980s to place coding in schools. This early “learn to code” movement, though revolutionary, was unsustainable for many reasons. In the new book <a href="http://www.amazon.com/dp/B00LVD10CW/?tag=newbooinhis-20" rel="nofollow" target="_blank">Connected Code: Why Children Need to Learn Programming</a> (MIT, 2014), <a href="http://scholar.gse.upenn.edu/kafai" rel="nofollow" target="_blank">Yasmin B. Kafai</a>, Professor of Learning Sciences at the University of Pennsylvania’s Graduate School of Education, and <a href="http://teachered.cofc.edu/faculty-staff-listing/burke-quinn.php" rel="nofollow" target="_blank">Quinn Burke</a>, Assistant Professor in the Department of Teacher Education at the College of Charleston, reexamine this early movement and the necessity of reintegrating coding into the K-12 curriculum. Kafai and Burke, too, view coding education as essential in assisting children in understanding how to think about different subjects. But the authors do not simply theorize coding as helping with computational thinking. Kafai and Burke assert that learning how to code is productive for computational participation. That is, programming helps learners not only with thinking, but also with communicating and making social connections. Computational participation, therefore, has ramifications that go beyond the schoolhouse. Learn more about your ad choices. Visit <a href="https://megaphone.fm/adchoices" rel="nofollow" target="_blank">megaphone.fm/adchoices</a>Support our show by becoming a premium member! <a href="https://newbooksnetwork.supportingcast.fm/technology" rel="nofollow" target="_blank">https://newbooksnetwork.supportingcast.fm/technology</a>