Computer programming in the primary school

This is a reflection on the chapter 'Computer programming in the primary school' by Rory McGann and Aisling Leavy, from Teaching and Learning with ICT in the Primary School.

The text mentions two theoretical perspectives of programming, one is the 'constructionist perspective' which means that "people construct new knowledge when they are actively engaged in constructing something meaningful"(McGann & Leavy, 2015, p. 198). Meaning that students use the constructionist persepective when engaging in programming and constructing their new knowledge. Another perspective is 'problematizing', meaning "... to 'wonder' why things are, to inquire, to search for solutions..." (McGann & Leavy, 2015, p. 198). When reading this perspective, I can easily relate it to programming in that programming instils curiosity, making you always inquire or search for more in depth information into technology.

Students will engage in 'problematizing' through using Scratch, as it is almost certain they will come across some problems in creating sequences for their designs. Through these problems they will begin to ask meaningful questions to recognise the essence of the problem. Allowing students to learn more in depth about the website and programming. Using problematizing allows students to think independently to design solutions to their problems but know when to ask relevant questions that most students would also want to know about, this would also be instilling more curiosity in my students.

It then goes on to discuss how designing games is the main activity that students participate in with Technology. I find this also easy to agree with since children in the 21st century are so enthralled with technology and gaming, we as teachers would be stupid not to use this to our advantage and use it as an educational tool to teach programming amongst other topics. "Hayes and Games (2008) identify four goals that motivate the focus of game design":

1. For students to develop programming skills.
2. Ensuring gender equality by developing game design environments that will interest females as well as males.
3. Games enhance learning in a variety of subjects such as science, language and literacy.
4. The focus on 'design thinking'

They talk about how game environments have been known to support the development of computational and systems thinking (paraphrase). This is easily seen throughout the chapter, this reflection and other posts/reflections throughout this blog.

McGann and Leavy also discuss how Logo stimulated research into early programming in the 1970s. However it was believed that programming was to complex for students to understand. Since then the designing of the website Scratch, that I have previously mentioned, has fixed the problems of earlier programs and simplified it to be more student orientated, incorporating "three core design principles: more tinkerable, more meaningful and more social" (Resnick et al., 2009, as cited in McGann & Leavy, 2015, p. 200). The text discusses how Scratch is visually appealing and 'easy-to-manipulate', I can completely agree with this. Throughout designing my fish tank I found it a fairly simple process even with my limited instructions and I am positive that with accurate, easy, explanatory instructions students, even from a young age would be able to easily design plenty of creations on there and most likely teach me a thing or two along the way. I like where the name 'Scratch' came from and felt I had to share that: 'Learning from Scratch'. It seems pretty obvious now but I had never paid it much attention previously, it is a fitting analogy that does the site justice. I can easily relate to how McGann and Leavy discuss the 'student teachers' initial reactions to programming' as it is very similar to my own and my peers. It is remarkable how daunting it all feels at the beginning, yet once you dive in, how easy it all seems in a small amount of time and then how proud you are of all you have achieved (and trust me it seems like a LOT).

I agree with McGann & Leavy that programming stimulates wonder and curiosity in not only students but teachers to. I'm sure that anyone that takes on even the basic learning of programming will be mesmerized and curious to learn more. They discuss how" 'higher order' thinking involves asking questions, defining problems, analysing assumptions and considering alternative approaches". This can all be achieved through educating students about the uses of programming. Programming can be taught for both independent and collaborative group work. As discussed previously working collaboratively has vast benefits for students including social and personal development and promoting an inclusive learning environment.

In conclusion, computer programming is a vital part of todays curriculum for primary schools and an absolutely interesting, fun way to engage students learning, not only in technology but a vast range of capabilities. It allows for independent learning whilst collaborative work is also feasible. Technology is becoming a part of everything in todays society and in order to keep up with that we (as teachers) need to be across it and educating our students about it so they are ready to go out into this digitalised world. Lastly I love the quote the chapter ends with "In learning you will teach, and in teaching you will learn" (McGann & Leavy, 2015, p. 208).

References
McGann, R., & Leavy, A. (Ed.). (2015). Teaching and Learning with ICT in the Primary School (2nd ed.). Abingdon, Oxen: Routledge & New York, NY: Routledge.