In a recent post, Larry Cuban takes on the topic of “coding for kids“. He labels it as a new vocational emphasis and raises some of the obvious concerns regard just what subject area it would replace or the issue of whether it would lengthen the school day.
I share Cuban’s perspective that to developing coding as a vocational skill would require a significant commitment of time. To be fair, others see coding a serving other purposes (including Rushkopf who Cuban cites). Rushkopf also argues that understanding coding takes some of the mystery out of technology tools we use and that to use powerful tools in ignorance creates vulnerabilities that are dangerous. Others see coding as a way to develop problem-solving skills (Papert).
I am not certain I follow Cuban’s concern that some are pushing coding for all – perhaps he is arguing present suggestions are a foot in the door. My understanding of present suggestions include more widespread access to AP coding courses and the opportunity to count HS CS courses as either a math or science credit toward graduation requirements.
I guess I support CS as an elective. Recognizing that few are trained to teach CS at the high school level, online courses might be a viable option for districts without the resources to invest in qualified teachers.
CS is certainly a viable career opportunity and more competent coders are needed. However, there is a substantial difference between increasing the number of college CS graduates and universal exposure to coding.
We all would like to see modifications of the K-12 curriculum. My personal recommendation would be the substitution of a course on statistics and research literacy for an existing math course. I see mathematical literacy issues related to statistics and the implications of how data are collected essential to understanding data-based arguments we all experience and frequently can be led to misinterpret. I see such skills more generally essential than pre-calc or programming.