The second line of thinking, advocated largely by Silicon Valley and education technology superusers, see technology as a means of teaching students completely new skills, such as coding and robots, and using technology as a way of sparking engagement in a bored and overtested student populace.
The Classroom Will Look Exactly the Same
Matt Gross

I agree that you raise a serious concern. If coding is presented as just another new skill in a long list of skills we teach children, or primarily as a tool to spark student engagement, then no significant innovation will come from integrating coding into schools.

If, however, we understand coding as computational literacy — a foundational skill that students will use in learning any subject — then integrating coding into schools has the power to unlock new ways for students to explore concepts and construct their own understanding.

We must ensure that the coding programs being implemented in schools recognize the difference between these two approaches and emphasize coding as a foundational literacy.

Like what you read? Give Gordon Smith a round of applause.

From a quick cheer to a standing ovation, clap to show how much you enjoyed this story.