Our column on Computational Participation: Understanding coding as an extension of literacy instruction was recently published in JAAL. I co-wrote the column with Quinn Burke and Yasmin Kafai.
As a supplement to the column, we invited a series of experts to spend some time discussing the broader impact of the details presented. The end result is a series of short interviews with experts responding to a set of four questions about the column. You can review the video of the interview and four questions used at the bottom of this post.
This interview is part of a larger collection of interviews that are available on the Four Questions For podcast. This podcast is about literacy, technology & education. Each episode includes an interview with an expert in the identified area. The interviews provide a smart and savvy resource for individuals trying to understand these concepts.
Four Questions for Richard Olsen
- How do you define coding/programming when working with educators/teachers/students?
- In your post you discuss how coding and programming instruction is not (should not) be about skills acquisition…but rather how “coding may enable development that is not possible without coding.” Can you unpack that a bit. What knowledge, skills, and dispositions might students pick up with coding…and that is not possible without.
- What possibilities/connections are there between coding/programming and traditional literacy/learning activities?
- In your post you discuss the need for “loose learning environments.” Can you explain more about that?
Also published on Medium.