Coding in K-8 Education: Key Points from eBook Chapter

Coding is becoming more predominant in K-8 education, as it becomes integrated into a range of current curriculum subject areas (Moreno-León, Robles & Román-González, 2016). By learning to code, students are able to develop their computational thinking skills, which are critical for success in today’s educational and career pathways. While differing viewpoints exist regarding how coding should be integrated into education, research is proving that the benefits are immense, fostering increased positive behaviour, creative thinking and engagement. The following infographic visually demonstrates some of the key points to consider when analyzing coding in K-8 education in Ontario specifically. 

While coding is currently optional in the Ontario curriculum, studies show it being integrated into various subject areas to support learner thinking and understanding. The infographic displays benefits, which include fostering general thinking skills, critical thinking, creative thinking, problem solving, reflection, collaboration, communication and time management (Falloon, 2016; Pinto et al., 2018).Criticisms of coding are also outlined, including barriers such as lack of funding, proper training and professional development (Ray & Faure, 2018). Additional criticisms include the theoretical viewpoint that teaching all students how to code is not necessary, as technology is so quickly advancing that by the year 2030 we will simply tell our technology what we want it to do (Marcus & Davis, 2014). 

One example of coding in the K-8 classroom involves a spherical robot called Sphero, which is controlled by students who can input commands into a tablet application. By planning for Sphero to move in a certain pattern or shape, the activity assists in having students meet curriculum expectations in math, specifically in Geometry and Spatial Sense, as well as Patterning and Algebra. Future recommendations include additional research on coding and education, to better determine what methods are effective for what grade levels. Additionally, a form of standardization across school districts or provinces should also be considered.

References

Falloon, G. (2016). An analysis of young students' thinking when completing basic coding tasks using Scratch Jnr. On the iPad. Journal of Computer Assisted Learning, 32(6), 576-593.

Marcus, G. & Davis, E. (2014). Do we really need to learn to code? The New Yorker. Retrieved from https://www.newyorker.com/tech/annals-of-technology/do-we-really-need-to-learn-to-code

Moreno-León, J., Robles, G. & Román-González, M. (2016). Code to learn: Where does it belong in the K-12 curriculum. Journal of Information Technology Education: Research, 15, 283-303.

Pinto-Llorente, A. M., Casillas-Martín, S., Cabezas-González, M., & García-Peñalvo, F. J. (2018). Building, coding and programming 3D models via a visual programming environment. Quality & Quantity, 52(6), 2455-2468.

Ray, B. B., & Faure, C. E. (2018). Mini-robots as smart gadgets: Promoting active learning of key K-12 social science skills. In Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education (pp. 16-31). IGI Global.