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Coding Education and the Democratic
Classroom
Madeleine DoughertyManager of STEM Programs
Girls Inc. of Chattanooga
“They” want us to teach coding! Hurry!
Code.org (Blockly)● No syntax - visual
programming editor● Motivational videos● Code Studio
curriculum● Fundamental
programming concepts and algorithms
Great, I taught coding! Except...
● Instructional method not as appealing to girls as to boys
● Eliminates teachers from teaching● “Where did the maze come from?”● Attempts to frame value of coding
around money, start-up culture
“They” want us to teach coding! Hurry!
Codecademy● Courses in many
languages● Short modules on
different topics within each course
● Learning per se● Single correct answers
to course sections● Offers “sandbox” for
advanced members
Great, I taught coding! Except...
● No context: “Why are we doing this?”
● Does not explicitly teach algorithmic thinking
● Instructional method alienates girls● Compartmentalized, linear learning● Eliminates teacher from teaching
Authentic Instruction - What is it?
Problem-Based Learning● Contextualized within real, relevant topics● Open-ended - students determine what they need
to know in order to accomplish given goal● Culminates in an interdisciplinary
project and publication● Student-directed and completed in
cooperative teams● Appealing to multiple learning styles
Authentic Instruction - What is it?
Problem Based Learning● Greater than AND the sum of its parts*
o Students construct understanding of computer science concepts through hands-on exploration
o Teacher provides explicit instruction● Harder!
o Teacher must anticipate and troubleshoot unique bugs
o Classroom space feels chaotic
*Thanks and apologies to Lisa Welchman
Authentic Instruction - How Does It Help?● Students solve problems as a cooperative team● Students independently manage project
priorities and deadlines● All students given opportunity to act as leaders
and peer educators● Teacher is a co-learner and active participant,
not an arbitrary authority● Whole class actively participates and finds
authentic value in learning
Democracy Matters
We teachers have done our jobs if we have prepared our students to take initiative, resolve
problems effectively and independently, and respect others regardless of perceived status.
Coding is not the only way to do this. But it is one way.
If You Want to Know More...ISTE - International Society for Technology in EducationBIE - Buck Institute for Education and Project-Based LearningDiane Ravitch - Research Professor of Education at NYU and Education HistorianNCWIT - National Center for Women & Information TechnologyGeneration STEM - Study on girls and STEM by Girl Scouts of America
BibliographyGurian, M. & Stevens, K. “With Boys and Girls in Mind,” Educational Leadership, Nov. 2004.
Margolis, Jane, Allan Fischer, and Faye Miller. “Caring About Connections: Gender and Computing.” Carnegie Mellon University, n.d. Web. 20 April 2015.
Modi, Komal, Ph.D., Judy Schoenburg, Ed.M., and Kimberly Salmond, M.P.P. Generation STEM: What Girls Say about Science, Technology, Engineering, and Math. Rep. N.p.: Girl Scouts of America Research Institute, 2012. Print.
Ravitch, Diane. Left Back: A Century of Failed School Reforms. New York: Simon and Schuster, 2000. Print.
Ravitch, Diane. The Death and Life of the Great American School System: How Testing and Choice are Undermining Education. New York: Basic Books, 2010. Print.
Sax, Leanoard (2005). Why Gender Matters. New York: Broadway Books