Connected Code: Why Children Need to Learn Programming (The John D. and Catherine T. Macarthur Foundation Series on Digital Media and Learning)
Kafai, Yasmin B.; Burke, Quinn
Language: English
Published by Mit Pr (edition ), 1600
- Hardcover
- Used
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With dust jacket. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.
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- Title
- Connected Code: Why Children Need to Learn Programming (The John D. and Catherine T. Macarthur Foundation Series on Digital Media and Learning)
- Author
- Kafai, Yasmin B.; Burke, Quinn
- Publisher
- Mit Pr (edition )
- Publication year
- 1600
- Condition
- Very Good
- Dust jacket
- Dust Jacket Included
- Binding
- Hardcover
- Language
- English
- ISBN 10
- 0262027755
- ISBN 13
- 9780262027755
- Series
- Book 5 of 14: The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning
Why every child needs to learn to code: the shift from “computational thinking” to computational participation.
Coding, once considered an arcane craft practiced by solitary techies, is now recognized by educators and theorists as a crucial skill, even a new literacy, for all children. Programming is often promoted in K-12 schools as a way to encourage “computational thinking”―which has now become the umbrella term for understanding what computer science has to contribute to reasoning and communicating in an ever-increasingly digital world.
In Connected Code, Yasmin Kafai and Quinn Burke argue that although computational thinking represents an excellent starting point, the broader conception of “computational participation” better captures the twenty-first-century reality. Computational participation moves beyond the individual to focus on wider social networks and a DIY culture of digital “making.”
Kafai and Burke describe contemporary examples of computational participation: students who code not for the sake of coding but to create games, stories, and animations to share; the emergence of youth programming communities; the practices and ethical challenges of remixing (rather than starting from scratch); and the move beyond stationary screens to programmable toys, tools, and textiles.
"Synopsis" may belong to another edition of this title.
About the Author
Quinn Burke is Assistant Professor in the Department of Teacher Education at the College of Charleston. He is also coauthor of Connected Gaming (MIT Press).
Mitchel Resnick, an expert in educational technologies, is Professor of Learning Research at the MIT Media Lab. He has worked closely with the LEGO toy company for thirty years, collaborating with them on such innovative projects as the LEGO Mindstorms robotics kits, and he holds the LEGO endowed chair at MIT. He leads the team developing the Scratch programming software and online community, and he is cofounder of the Computer Clubhouse project, a network of after-school learning centers for youth from low-income communities.
"About the title" may belong to another edition of this title.
BooksRun
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