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Connected Code: Why Children Need to Learn Programming by Yasmin B. Kafai: Used
US $7.10
ApproximatelyS$ 9.11
Condition:
Good
A book that has been read but is in good condition. Very minimal damage to the cover including scuff marks, but no holes or tears. The dust jacket for hard covers may not be included. Binding has minimal wear. The majority of pages are undamaged with minimal creasing or tearing, minimal pencil underlining of text, no highlighting of text, no writing in margins. No missing pages.
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eBay item number:285014721510
Item specifics
- Condition
- Book Title
- Connected Code: Why Children Need to Learn Programming
- Publication Date
- 2016-09-02
- ISBN
- 026252967X
About this product
Product Identifiers
Publisher
MIT Press
ISBN-10
026252967X
ISBN-13
9780262529679
eBay Product ID (ePID)
23038303218
Product Key Features
Number of Pages
200 Pages
Publication Name
Connected Code : Why Children Need to Learn Programming
Language
English
Publication Year
2016
Subject
Programming / General, Computers & Technology, Educational Psychology, Children's Studies, Social Aspects / Human-Computer Interaction
Type
Textbook
Subject Area
Computers, Social Science, Education
Series
The John D. and Catherine T. Macarthur Foundation Series on Digital Media and Learning Ser.
Format
Trade Paperback
Dimensions
Item Height
0.4 in
Item Weight
9.8 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
Trade
Dewey Edition
23
Reviews
The list of references and cross-referenced studies and material is impressive. If you are, or want to be, involved in educating children, then this book is an essential read.-- British Computer Society -- This book is as engaging as its catchy title suggests. -- Computing Reviews -- In their book, Connected Code: Why Children Need to Learn Programming , Yasmin B. Kafai and Quinn Burke draw from their own extensive experience teaching children to code. They argue that it is not simply enough for students to learn to code, but rather for all pupils to become computational participants in today's increasingly digital society. From this perspective, learning to program is to computational participation as writing is to literacy. Computational participation goes beyond programming to include collaboration in a maker society, just as literacy goes beyond the fundamental act of writing. In addition to advocating that everyone should learn to code, Connected Code presents the developing idea of computational participation, encouraging more productive, authentic, and creative learning through collaborative processes. -- Teachers College Record --, In their book, Connected Code: Why Children Need to Learn Programming , Yasmin B. Kafai and Quinn Burke draw from their own extensive experience teaching children to code. They argue that it is not simply enough for students to learn to code, but rather for all pupils to become computational participants in today's increasingly digital society. From this perspective, learning to program is to computational participation as writing is to literacy. Computational participation goes beyond programming to include collaboration in a maker society, just as literacy goes beyond the fundamental act of writing. In addition to advocating that everyone should learn to code, Connected Code presents the developing idea of computational participation, encouraging more productive, authentic, and creative learning through collaborative processes., The list of references and cross-referenced studies and material is impressive. If you are, or want to be, involved in educating children, then this book is an essential read.
Illustrated
Yes
Dewey Decimal
004.083
Synopsis
Why every child needs to learn to code- the shift from "computational thinking" to computational participation. Coding, once considered an arcane craft practiced by solitary techies, is now recognized by educators and theorists as a crucial skill, even a new literacy, for all children. Programming is often promoted in K-12 schools as a way to encourage "computational thinking"-which has now become the umbrella term for understanding what computer science has to contribute to reasoning and communicating in an ever-increasingly digital world. In Connected Code, Yasmin Kafai and Quinn Burke argue that although computational thinking represents an excellent starting point, the broader conception of "computational participation" better captures the twenty-first-century reality. Computational participation moves beyond the individual to focus on wider social networks and a DIY culture of digital "making." Kafai and Burke describe contemporary examples of computational participation- students who code not for the sake of coding but to create games, stories, and animations to share; the emergence of youth programming communities; the practices and ethical challenges of remixing (rather than starting from scratch); and the move beyond stationary screens to programmable toys, tools, and textiles., Why every child needs to learn to code: the shift from "computational thinking" to computational participation. Coding, once considered an arcane craft practiced by solitary techies, is now recognized by educators and theorists as a crucial skill, even a new literacy, for all children. Programming is often promoted in K-12 schools as a way to encourage "computational thinking"--which has now become the umbrella term for understanding what computer science has to contribute to reasoning and communicating in an ever-increasingly digital world. In Connected Code, Yasmin Kafai and Quinn Burke argue that although computational thinking represents an excellent starting point, the broader conception of "computational participation" better captures the twenty-first-century reality. Computational participation moves beyond the individual to focus on wider social networks and a DIY culture of digital "making." Kafai and Burke describe contemporary examples of computational participation: students who code not for the sake of coding but to create games, stories, and animations to share; the emergence of youth programming communities; the practices and ethical challenges of remixing (rather than starting from scratch); and the move beyond stationary screens to programmable toys, tools, and textiles.
LC Classification Number
QA76.6
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- _***k (0)- Feedback left by buyer.Past monthVerified purchase👍🏻
- p***i (128)- Feedback left by buyer.Past monthVerified purchasePleased with item.
- i***i (2709)- Feedback left by buyer.Past monthVerified purchaseA+