Week 12 Response

There is so much more to coding than typing a combination of letters and numbers on a keyboard. Coding teaches students to use a different kind of intelligence that is not enacted in other classes. For these and many other reasons coding should absolutely be taught in schools like other literacies.


In their article, Burke, O’Byrne, and Kafai, discuss how coding can act as a creative and collaborative outlet for students, while still reinforcing literacy skills and strategies. Students are encouraged to pursue their own computational interests as they learn how to write code to create their own programs. Students are no longer confined to just reading articles and different forms of media on the internet, they can become the “writers” of this media, and engage in literacy, art, and math in a whole new way as students create content through websites, blogs, and articles. Coding has the ability to teach students problem solving and algorithmic skills that can be applied to other content areas. Students enhance their skills used across content areas by coding. Students create a specific vision they want to see appear on the internet and are required to create it themselves, but not by merely discussing the vision or drawing the vision. Students are required to write their vision in a new language that they must learn. Coding can be used in all content areas and applied to match any project design.


In their article, Ardito, Mosley, and Scollins, discuss the significance of implementing a robotics program in a 6th grade STEM classroom. The teaching of robotics encourages students to utilize cross cutting concepts including mathematics, art, literacy, as well as enhances critical thinking skills. Students are tasked with creating the design and structure of a robot, which encourages collaboration between students and engages students in engineering and design practices, which align with NYS standards. The reading touches upon a concept known as distributed constructionism, which involves the cooperation of multiple students to create something. This strategy focuses on students working collaboratively specifically to “design and construct meaningful artifacts” (Ardito et. al. p. 6). Distributed constructionism is an aspect of learning that comes along with introducing coding into a classroom. Coding is a language. Learning a language comes with many social and educational benefits that can be applied to many aspects of education.


In her article, Vee discusses how there are many literacy strategies that are intertwined in coding: “Like textual literacy, computer programming is also a human facility with a symbolic technology—code—that allows people to represent and interpret ideas at a distance. Throughout much of the world, code is now infrastructural.” (Vee p. 45). I interpreted Vee’s article as a way of describing code as just another language and learning this language comes with all the literacy benefits as learning any other language. Vee goes on to discuss how universal code is becoming and that it is truly the language of the future. Teaching code not only has the benefits of teaching textual literacy, but it is also becoming more and more relevant as society is becoming more reliant on technology. Teaching coding is a skill that will allow students to be more competitive when they enter college and careers. Anything that will give students a competitive edge and will engage their critical thinking skills should be taught regularly in schools.



    • Gerald Ardito
      Gerald Ardito


      Thanks for your response.

      You have clearly gotten what this brief introduction is about:

      Coding is a language. Learning a language comes with many social and educational benefits that can be applied to many aspects of education.

      No question for me?

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