In the beginning, there were toys. Trying to engage kids with technology and programming using toys is not the engaging, motivating experience wed like it to be. Kids need a reason to push through the frustrations and challenges of learning to program, and toys just don’t provide that reason.
The fundamental message, which underpins all of the issues with the toy approach to teaching technology, was that the students could not see the point of what they were supposed to be learning. And kids can be quite pragmatic – when they can’t see any point to what they are doing, they don’t do it.
So what happened when I switched to teaching programming and critical thinking skills using data science with real datasets? Find out in Episode 8 of Raising Heretics: The Podcast.
If you like it, share it, review it, talk about it, and make some noise!
Heartfelt thanks to Jed Wesley Smith for the theme, and Tia Lowenthal for the cover image.
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Published by Dr Linda McIver
Dr Linda McIver pioneered authentic Data Science and Computational Science education with real impact for secondary students and founded the Australian Data Science Education Institute in 2018. Author of Raising Heretics: Teaching Kids to Change the World, Linda is an inspiring keynote speaker who has appeared on the ABC’s panel program Q&A, and regularly delivers engaging Professional Development for Primary, Secondary, and Tertiary Educators across all disciplines. A passionate educator, researcher and advocate for STEM, equity and inclusion, with a PhD in Computer Science Education and extensive teaching experience, Linda’s mission is to ensure that all Australian students have the opportunity to learn STEM and Data Science skills in the context of projects that empower them to solve problems and make a positive difference to the world.
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