Thank you Girls Innovate for hosting screenings of the documentary “Most Likely to Succeed” in the Bay Area. Everyone, not just edreform-minded folks, should see this film. They make a strong case for why our school system should move to project-based learning approach, by taking the viewer inside the culture and community at High Tech High School in San Diego.
I especially appreciate the call for parents to stop and ask themselves why they are pushing their kids to jump through all these hoops to get into a top college, which perpetuates the false reality that good college = good job.
We must all stop and ask ourselves what is it all for? What do we ultimately want for our children?
It is worth 2min to watch the trailer and hopefully you can find a viewing in your neighborhood.
These days it seems like one of the most popular solutions to preparing kids for the future is teaching them to code. While we are bombarded with statistics about the gap between the number of computing jobs and qualified candidates, we do not have much visibility (ie. data) into how schools are addressing this challenge.
Many media outlets covered the release of the results, choosing the fairly obvious headline that there is a disconnect between what parents want schools to teach and what schools actually teach. To anyone who has spent any time thinking about K12 curriculum, it is known that most of those decisions are driven by standardized tests, which don’t include CS. However, the real issue is that schools and teachers do not feel adequately prepared to teach computer science in an effective way.
Conflating Computer Science and Coding
First I must call out the common misconception that CS and coding are the same subject. While writing code is one aspect of computer science, there is much more to CS than coding. That said, it is not surprising to me that the report finds that,
“even in schools where computer science learning opportunities exist, the curriculum does not necessarily include programming/coding.”
My frustration with the modern ‘everyone should learn to code’ movement is the narrow focus on teaching kids to code, rather than computational thinking. Just focusing on coding misses the larger point that computer science as a whole can be an authentic and effective way to teach kids how to think and become creative problem-solvers. Simply copying and pasting lines of code or dragging blocks around a screen does not develop critical thinking skills.
Getting to the Root of the Problem
Amidst all the facts and findings, what struck me is that,
“Few principals and superintendents mention a lack of computer equipment and software as the main reason their schools do not offer computer science.”
In software-centric Silicon Valley, it is easy for many to gloss over this point. But we shouldn’t. If most entrepreneurs abide by the mantra, “build something people want,” then anyone working on education products, especially related to instruction, should hear that schools are saying they do not want or need more software to solve this problem.
The real need (ie. opportunity) is finding qualified teachers and helping them effectively use all the tools we already have.
“Forty-two percent of principals and 73% of superintendents say that there are no teachers available at their schools/in their districts with the necessary skills to teach computer science. The inability to hire and/or train teachers to lead computer science classes also prevents many schools/districts from offering computer science;”
This is largely due to the reality that someone with a CS degree is not very likely to go into teaching. The data reinforces that CS education in K12 schools is a people and implementation problem, not a software problem.
The fact that many teachers do not feel supported is actually one of the factors that’s driving a broader, national teacher shortage. According to a recent Washington Post article, educators share that the main reasons they are leaving the industry are “low pay, insufficient classroom resources, and so many testing requirements and teaching guidelines that they feel they have no flexibility and too little authentic instructional time.” (Again with those darn testing requirements.)
Authentic Instructional Time
Teaching computer science has the potential to create engaging learning experiences for both educators and students. This belief drives much of our thinking at Embark Labs. Our project-based approach to introducing students to computer science focuses on creating a culture of collaboration in the classroom. In addition to our innovative curriculum we provide educators with in-person professional development and on-going coaching so that they have the resources and support they need to teach CS effectively.
Through a growing partnership with the CalStateTeach Teacher Preparation Program we are equipping new educators with the curriculum and the confidence they need to teach computer science and coding to kids in a hands-on, project-based way. To learn more about our programs, visit EmbarkLabs.com.
(Thanks to Sharan Ghai for reading a draft of this post.)
And just like that, summer is over. As kids grab their backpacks and review bell schedules, we can feel the parents around us breathe a collective sigh of relief. At Embark Labs we love the buzz of back-to-school which just adds to the energy from our amazing summer courses. Over 8 weeks we explored computer science and built Android apps with ~150 kids, of which over 50% were girls and students from backgrounds underrepresented in CS. Given our deep passion for increasing diversity in the tech field, we have a growing scholarship program that allows us to work with students who otherwise would not have access to these dynamic learning experiences.
This summer we had the unique opportunity to partner with the Computer History Museum to offer two sessions of our Explore Computer Science course. This was the perfect collaboration given our emphasis on computational thinking and hands-on exploration. It was so powerful to introduce a concept and then provide students with the historical perspective and connect it to real people and companies. After our instructors introduced binary coding, students walked down into the galleries to see some of the original binary switches. And after we engaged students in an activity about encoding and decoding, they hand coded their own punch cards.
As we moved on to the design-thinking and project development process, students pushed their thinking to prototype creative solutions to real-world problems. This is just one video of the creativity and energy the students brought to this project.
We are thrilled to bring CS to life for our students in this way. If you want to see more, check out our photo gallery or YouTube videos.
As we continue our partnership with The Computer History Museum, and their inspiring education team, we will share more about future programs soon. (Maybe your child can join us next summer!)