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Connected Code

Why Children Need to Learn Programming
Buchcover

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Mark GuzdialIn Connected Code, Yasmin Kafai and Quinn Burke update the vision of Seymour Papert’s Mindstorms for today’s world of social media, maker spaces, and the ongoing ‘digital divide.’ The authors show how the goals of Seymour Papert and John Dewey can be realized in the context of today’s technologies, while pointing out who is not yet privileged to participate in modern media. Both a history of ‘code’ in education and a call to action, Kafai and Burke’s book shows us the best of making computing work for student learning—and where we are still falling short. I recommend it to teachers and researchers alike.
Von Mark Guzdial, erfasst im Biblionetz am 23.06.2016

iconZusammenfassungen

Yasmin B. KafaiIn this book, we argue that computational thinking needs to be thought of as computational participation because the Computer programs that are being created, used, repurposed, and shared have become our social connections. This view of code as connected has implications for how programming is learned, what is being designed, and where and how it is being shared.
Von Yasmin B. Kafai, Quinn Burke im Buch Connected Code (2014) im Text The Comeback of Coding
Beat Döbeli HoneggerDie Grundaussage des Buches lautet, dass man computational thinking also das "Denken können wie InformatikerInnen" in der heutigen digital vernetzten Welt weiter denken muss als computational participation. Die beiden Autorinnen sehen bzw. fordern einen Wandel in 4 Dimensionnen:
  • Vom Code zur App: Es geht im Informatikunterricht nicht mehr um das erlernen der richtigen und absolut effizientesten Algorithmen sondern um das Erstellen konkreter, nutzbarer Applikationen.
  • Vom Werkzeug zur Gemeinschaft: Programmierumgebungen zum Einstieg ins Programmieren gibt es unterdessen wie Sand am Meer. Relevant ist heute eine lebendige Gemeinschaft, die zum Programmieren motiviert und bei Problemen weithilft.
  • Vom "Bei 0 anfangen" zum Remixen:Die Industrie macht es vor, in der Schule gilt es noch als Betrügen: Das geschickte Neukombinieren bestehender Elemente.
  • Vom Bildschirm zum Begreifbaren: Das Internet der Dinge steht vor der Türe, relevant ist je länger desto mehr nicht mehr das, was auf dem Bildschirm steht, sondern was sich in der Hand halten lässt.
Von Beat Döbeli Honegger, erfasst im Biblionetz am 11.07.2016
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.
Von Klappentext im Buch Connected Code (2014)
Yasmin B. KafaiThe book Connected Code: Why Children Need to Learn Programming (Kafai & Burke, 2014) details this shift from computational thinking to computational participation across four dimensions:
  1. A shift from code to actual applications: The first question for educators and learners alike is no longer a matter of what programming language is “right” but rather what we ultimately want to make; this is the starting point for creation.
  2. A shift from tools to communities: There is no shortage of introductory coding tools available, but which ones best facilitate sharing such content? A supportive and resourceful community is, in fact, a tool in and of itself, and developing schools and classrooms around these virtual spaces is an important next step.
  3. A shift from starting from scratch to remixing: Related to the previous dimension, the question is less about demonstrating prowess by building entirely anew but rather leveraging existing resources (code and otherwise) to improve and reimagine content; what schools perceive as cheating is standard practice in STEM industries.
  4. A shift from screens to tangibles: The question is no longer what is on your screen but what is in your hands; as evident with the wider inter-net of things, coding and connectivity have migrated away from the traditional vestiges of computers to become truly ubiquitous within the cars we ride and even the clothes we wear.
Von Quinn Burke, W. Ian O’Byrne, Yasmin B. Kafai im Text Computational Participation (2016)
Yasmin B. KafaiIn Connected Code, we discuss what children are actually interested in programming, what contexts they do it in, and how they do it. Through the lens of the introductory programming language Scratch, we examine these connections between children and Computer programming along several dimensions:
  • From code to applications, illustrating how students increasingly learn programming not as an abstract discipline but as a way to make actual applica- tions, such as video games and digital stories;
  • From tools to communities, highlighting the shift from learning code as an individualistic endeavor to leaming it as a social enterprise;
  • From scratch to remix, pointing to the growing possibilities and ethical challenges that are associated with repurposing code as a starting point (or from scratch) for programs; and
  • From screens to tangibles, showcasing how coding and computing have moved beyond stationary screens, reintroduced a tangible dimension to digital media, and allowed users to immerse themselves in the physical world through programmable toys, tools, and textiles.
Our book also explores the current developments in cloud learning, which captures this potential to compute collaboratively. As an individualistic view of computing evolves into one that focuses on the sociological and cultural dimensions of learning to code, computational thinking will expand to include social participation and personal expression. Computational participation, as we see it, is the ability to solve problems with others, design Systems for and with others, and draw on Computer science concepts, practices, and perspectives to understand the cultural and social nature of human behavior.
Von Yasmin B. Kafai, Quinn Burke im Buch Connected Code (2014) im Text The Comeback of Coding auf Seite  5

iconBemerkungen zu diesem Buch

Beat Döbeli HoneggerBezüglich "Medien und Informatik" (Lehrplan 21): Relevantes Buch zur Bedeutung und Ausrichtung des Informatikunterrichts. Pflichtlektüre für Dozierende in der Aus- und Weiterbildung von "Medien und Informatik", empfohlene Hintergrundliteratur für Lehrpersonen, die "Medien und Informatik" unterrichten.
Von Beat Döbeli Honegger, erfasst im Biblionetz am 22.12.2016

iconKapitel  Unter den anklickbaren Kapiteln finden Sie Informationen über einzelne Teile des gewählten Werks.

icondieses Buch erwähnt ...


Personen
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Chris Anderson, Sonja Baumer, Yochai Benkler, Matteo Bittanti, danah boyd, John Seely Brown, Amy Bruckman, Leo Burd, Robbin N. Chapman, Katie Clinton, Rachel Cody, Allan Collins, Larry Cuban, Tom DeMarco, John Dewey, Andrea DiSessa, P. Duguid, Allan Fisher, Jerry Lee Ford, J. P. Gee, Neil Gershenfeld, Adele Goldberg, Richard Halverson, Idit Harel, Becky Herr-Stephenson, E. von Hippel, Heather Horst, Mizuko Ito, Henry Jenkins, Yasmin B. Kafai, Alan Kay, Caitlin Kelleher, Patricia G. Lange, Jean Lave, Timothy Lister, Dilan Mahendran, John Maloney, Jane Margolis, Sylvia Libow Martinez, Katynka Z. Martínez, Nicholas Negroponte, Tim O'Reilly, David B. Palumbo, Seymour Papert, C.J. Pascoe, Randy Pausch, Kylie A. Peppler, Dan Perkel, Marc Prensky, Ravi Purushotma, Mitchel Resnick, Laura Robinson, Alice J. Robison, Douglas Rushkoff, Natalie Rusk, Carl Sagan, Donald A. Schön, Clay Shirky, Brian Silverman, Herbert Simon, Christo Sims, Gary Stager, Lisa Tripp, Sherry Turkle, Margaret Weigel, Etienne Wenger, Jeannette M. Wing

Fragen
KB IB clear
Gehört Programmieren zur Allgemeinbildung?Should programming be part of general education?

Aussagen
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Creativity Design Principle 02: Low threshold, high ceiling, and wide walls
Lernen ist ein sozialer Prozesslearning is a social process

Begriffe
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AgentSheets, AkkommodationAccommodation, Alice.org, Assimilationassimilation, BASIC (Programmiersprache)BASIC (programming language), CommunityCommunity, computational participation, computational thinkingcomputational thinking, Computercomputer, computer science unpluggedcomputer science unplugged, Denkenthinking, Digitalisierung, Do It Yourself (DIY)Do It Yourself, high ceiling, Informatikcomputer science, Kinderchildren, Konstruktionismusconstructionism, Lernenlearning, LOGO (Programmiersprache)LOGO (programming language), low floor, microworldmicroworld, OOPobject oriented programming, Open SourceOpen Source, pair programming, Pascal (Programmiersprache), Programmierenprogramming, Scratch, Spielgame, StarLogo, storytellingstorytelling, wide walls
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Bücher
Jahr  Umschlag Titel Abrufe IBOBKBLB
local secure Die Wissenschaften vom Künstlichen (Herbert Simon) 27101
Experience And Education (John Dewey) 28000
local secure Scratch Programming for Teens (Jerry Lee Ford) 2, 2, 3, 3, 4, 3, 1, 7, 3, 3, 6, 6556234
1982 local secure web Mindstorms (Seymour Papert) 30, 25, 19, 30, 35, 39, 35, 23, 22, 28, 26, 2723745275373
1983The Reflective Practitioner (Donald A. Schön) 1, 7, 4, 7, 10, 18, 8, 11, 5, 16, 6, 84878651
1984  local secure The Second Self (Sherry Turkle) 3, 4, 6, 24, 12, 18, 11, 31, 28, 43, 27, 269575265685
1987  local secure Peopleware (Tom DeMarco, Timothy Lister) 3, 7, 2, 11, 10, 12, 8, 11, 3, 14, 10, 5135153711
1990Constructionism (Idit Harel, Seymour Papert) 2, 6, 7, 14, 18, 21, 9, 16, 10, 24, 11, 1610144161248
1991Children Designers (Idit Harel) 3, 5, 5, 4, 10, 15, 4, 12, 6, 9, 9, 61856841
1991Situated Learning (Jean Lave, Etienne Wenger) 2, 9, 7, 12, 9, 4, 6, 8, 17, 17, 10, 9143291279
1993  local secure Revolution des Lernens (Seymour Papert) 12, 26, 16, 25, 46, 29, 29, 24, 28, 26, 45, 2680176268158
1994 local secure web MOOSE Crossing (Amy Bruckman) 112600
1995  Leben im Netz (Sherry Turkle) 7, 13, 15, 22, 32, 22, 18, 16, 17, 24, 16, 17951891716178
1995 local secure web Minds in Play (Yasmin B. Kafai) 2, 7, 5, 8, 16, 14, 4, 9, 6, 16, 5, 12233212319
1995  local secure Total Digital (Nicholas Negroponte) 7, 18, 19, 23, 21, 25, 24, 18, 20, 23, 19, 2711652277965
1996 local secure The Connected Family (Seymour Papert) 4, 10, 14, 16, 27, 12, 13, 16, 19, 19, 14, 11232811603
1996  Constructionism in Practice (Yasmin B. Kafai, Mitchel Resnick) 3, 10, 7, 14, 20, 6, 4, 13, 10, 18, 11, 12415412982
1999Communities of practice (Etienne Wenger) 3, 4, 4, 10, 12, 11, 4, 7, 6, 15, 9, 99339834
2001Multimedia (Randall Packer, Ken Jordan) 12, 21, 14, 24, 38, 28, 14, 12, 11, 19, 13, 2212462222588
2001Changing Minds (Andrea DiSessa) 2, 6, 1, 3, 6, 3, 4, 7, 11, 15, 9, 12245121267
2001 local secure Oversold and Underused (Larry Cuban) 1, 6, 7, 10, 24, 19, 13, 10, 11, 18, 11, 12627121480
2002  local secure web Unlocking the Clubhouse (Jane Margolis, Allan Fisher) 3, 6, 4, 7, 13, 6, 4, 7, 4, 14, 10, 839248249
2003  local secure The New Media Reader (Noah Wardrip-Fruin, Nick Montfort) 7, 23, 18, 24, 51, 34, 22, 19, 12, 21, 14, 16196104164682
2003  What Video Games Have to Teach Us About Learning and Literacy (J. P. Gee) 5, 4, 1, 4, 6, 13, 4, 6, 4, 16, 4, 636126798
2005 local secure web Democratizing Innovation (E. von Hippel) 3, 5, 4, 6, 9, 8, 4, 5, 9, 13, 6, 11171211780
2005  local secure FAB (Neil Gershenfeld) 1, 8, 8, 10, 7, 6, 6, 9, 10, 9, 10, 156415775
2006 local secure web The Wealth of Networks (Yochai Benkler) 3, 8, 3, 13, 18, 27, 9, 8, 8, 13, 10, 17512217704
2006  local secure web Confronting the Challenges of Participatory Culture (Henry Jenkins, Katie Clinton, Ravi Purushotma, Alice J. Robison, Margaret Weigel) 40, 155, 195, 145, 60, 27, 21, 13, 20, 25, 14, 205731201608
2007 local secure Evocative Objects (Sherry Turkle) 1, 3, 1, 6, 5, 8, 1, 6, 3, 3, 7, 9519286
2009The Computer Clubhouse (Yasmin B. Kafai, Kylie A. Peppler, Robbin N. Chapman) 1, 7, 5, 7, 13, 4, 5, 7, 5, 13, 11, 116611278
2009  Rethinking Education in the Age of Technology (Allan Collins, Richard Halverson) 9, 9, 6, 12, 19, 19, 9, 6, 6, 21, 9, 921429619
2010  local secure Cognitive Surplus (Clay Shirky) 4, 4, 3, 6, 7, 11, 3, 7, 7, 14, 10, 12191812439
2010  local secure web Hanging Out, Messing Around, and Geeking Out (Mizuko Ito, Sonja Baumer, Matteo Bittanti, danah boyd, Rachel Cody, Becky Herr-Stephenson, Heather Horst, Patricia G. Lange, Dilan Mahendran, Katynka Z. Martínez, C.J. Pascoe, Dan Perkel, Laura Robinson, Christo Sims, Lisa Tripp) 4, 9, 11, 13, 15, 6, 8, 9, 7, 13, 8, 12223112584
2010 local secure Program or Be Programmed (Douglas Rushkoff) 6, 7, 7, 14, 20, 17, 18, 13, 14, 17, 14, 12289912731
2011  local secure Alone together (Sherry Turkle) 6, 8, 10, 13, 21, 10, 10, 12, 16, 15, 12, 10476910680
2011  local secure The Digital Divide (Mark Bauerlein) 22, 15, 6, 27, 56, 11, 15, 13, 14, 20, 13, 1315941131911
2012 local secure Makers (Chris Anderson) 2, 3, 6, 8, 6, 7, 7, 10, 10, 18, 10, 1423914310
2013  local secure Invent to Learn (Sylvia Libow Martinez, Gary Stager) 11, 25, 19, 30, 48, 25, 21, 21, 25, 26, 22, 1822101181039
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Texte
Jahr  Umschlag Titel Abrufe IBOBKBLB
1977 local secure Personal Dynamic Media (Alan Kay, Adele Goldberg) 3, 7, 2, 2, 16, 8, 7, 10, 4, 14, 8, 113115111715
1987 local secure web Computer Criticism vs. Technocentric Thinking (Seymour Papert) 1, 3, 2, 3, 6, 10, 4, 7, 2, 5, 8, 7977202
1989 local secure web Situated Cognition and the Culture of Learning (John Seely Brown, Allan Collins, P. Duguid) 8, 7, 5, 10, 9, 14, 10, 21, 10, 18, 15, 106211101479
1990 local secure web Situating Constructionism (Seymour Papert, Idit Harel) 2, 5, 1, 3, 8, 13, 4, 8, 6, 14, 7, 838118706
1990 local secure web Epistemological pluralism and the revaluation of the concrete (Sherry Turkle, Seymour Papert) 3, 4, 3, 6, 12, 18, 6, 10, 8, 11, 11, 15262415343
1990 local secure web Programming Language/Problem-Solving Research (David B. Palumbo) 2, 2, 3, 3, 1, 2, 5, 6, 5, 12, 5, 98239205
1993 local secure web Behavior construction kits (Mitchel Resnick) 9600
2001 local secure web Digital Natives, Digital Immigrants (Marc Prensky) 179, 308, 358, 284, 133, 50, 11, 12, 19, 37, 14, 191239194125
2004 local secure web Scratch (John Maloney, Leo Burd, Yasmin B. Kafai, Natalie Rusk, Brian Silverman, Mitchel Resnick) 9, 9, 4, 8, 14, 8, 4, 11, 4, 16, 10, 17132017914
2005 local secure web Some Reflections on Designing Construction Kits for Kids (Mitchel Resnick, Brian Silverman) 4, 4, 3, 6, 2, 5, 2, 3, 5, 12, 7, 99279430
2005 local secure web Lowering the barriers to programming (Caitlin Kelleher, Randy Pausch) 1, 4, 2, 6, 6, 9, 1, 9, 1, 11, 6, 634176446
2005 local secure web What Is Web 2.0 (Tim O'Reilly) 5, 9, 9, 9, 10, 12, 13, 14, 12, 13, 13, 946239715
2006 local secure web Computational Thinking (Jeannette M. Wing) 8, 16, 12, 17, 25, 12, 9, 13, 12, 28, 16, 17912117818

icondieses Buch  erwähnt vermutlich nicht ... Eine statistisch erstelle Liste von nicht erwähnten (oder zumindest nicht erfassten) Begriffen, die aufgrund der erwähnten Begriffe eine hohe Wahrscheinlichkeit aufweisen, erwähnt zu werden.

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iconVorträge von Beat mit Bezug

  • Sind wir reif für Bildung in einer digitalisierten Welt?
    Kader-Retraite der Bildungsdirektion Kanton ZH
    Bananenreiferei Zürich, 25.11.2016

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iconErwähnungen  Dies ist eine nach Erscheinungsjahr geordnete Liste aller im Biblionetz vorhandenen Werke, die das ausgewählte Thema behandeln.

iconCo-zitierte Bücher

Buchcover

Mindstorms

Kinder, Computer und neues Lernen

(Seymour Papert) (1982) local secure web 
Buchcover

MOOSE Crossing

Creating a Learning Culture.

(Amy Bruckman) (1994) local secure web 
Buchcover

Minds in Play

Computer Game Design As A Context for Children's Learning

(Yasmin B. Kafai) (1995) local secure web 
Buchcover

Women and Information Technology

Research on Underrepresentation

(J. McGrath Cohoon, William Aspray) (2006) local secure 
Buchcover

Connected Gaming

What Making Video Games Can Teach Us about Learning and Literacy

(Yasmin B. Kafai, Quinn Burke) (2016) local secure 

iconVolltext dieses Dokuments

LokalConnected Code: Gesamtes Buch als Volltext (lokal: 3052 kByte)
LokalConnected Learning: Artikel als Volltext (lokal: PDF, 95 kByte)
LokalFrom Code to Applications: Artikel als Volltext (lokal: PDF, 172 kByte)
LokalFrom Tools to Communities: Artikel als Volltext (lokal: PDF, 192 kByte)
LokalThe Comeback of Coding: Artikel als Volltext (lokal: PDF, 245 kByte)

iconStandorte  Eine Liste von Orten, wo das Objekt physisch vorhanden ist.

Beat ( 20.06.2016)

iconBibliographisches Hier finden Sie Angaben um das gewählte Werk zu kaufen oder in einer Bibliothek auszuleihen.

Titel FormatBez.Aufl.Jahr ISBN      
Connected CodeE--00262027755SwissbibWorldcatBestellen bei Amazon.deBuy it now!Bestellen bei ebook.de

iconBeat und dieses Buch

Beat hat dieses Buch während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt ein physisches und ein digitales Exemplar. (das er aber aus Urheberrechtsgründen nicht einfach weitergeben darf). Aufgrund der vielen Verknüpfungen im Biblionetz scheint er sich intensiver damit befasst zu haben. Beat hat dieses Buch auch schon in Vorträgen sowie in Blogpostings erwähnt.

iconBiblionetz-History Dies ist eine graphische Darstellung, wann wie viele Verweise von und zu diesem Objekt ins Biblionetz eingetragen wurden und wie oft die Seite abgerufen wurde.