Double Entry 7

"High Tech Programmers in Low-Income Communities: Creating a Computer Culture in a

Community Technology Center"

Yasmin B. Kafai, Kylie A. Peppler, & Grace M. Chiu

University of California, Los Angeles

1. Why should programming be part of school curriculum?

" Through our observations

at the Computer Clubhouse, we found that youth have an interest in

videogames, music videos, cartoon animations, and interactive, designbased

art, which are a natural springboard into creating and programming."

This qoute sums up the culture that students are growing in.  If their interests are on videogames, music videos, cartoon animations and interactive art then it would stand to reason that programming would be a valuable tool for these students to obtain.  I know in my own classes, particularly my music appreciation classes, we discuss classical music from the Romantic period, I ask the students to compare the historical and musical facts from those periods with something that they encounter in their musical lives today.  It seems to work well because they can attach the knowledge and musical ideas that I want them to obtain with something they are familar with.  They can relate that just because this style of music was well before their time, it has had a big impact on what they like to listen to today.  If they enjoy music today they need to realize that it is in large part thanks to what was pioneered in earlier periods of music.  I believe that the students would benifit more strongly with some type of programming available to further the connection with the past. 

2. What are the barriers to implementing programming in schools? 

"Realizing that simply providing access to programming

software would be insufficient, we created opportunities for

Clubhouse members to interact with adult mentors who were learning to

program as well (Kafai et al., in press)."

This to me sums up the main barrier of implementing programming in schools.  It is not just enough to have the tools available to work on programming.  When introduced to new content the students often feel as abrehensive about it as teachers.  If teachers join in with students and show them that learning new material doesn't have to be frightening and that part of the learning process is discovering failures.  In today's society students, in my opinion, get the idea that failure is not an option and that everyone should succeed.  Everyone gets a trophy no matter the outcome.  Without failure we cannot learn from mistakes and thus students and teachers tend to repeat those failures.

3. How can barriers to implementing  programming in schools be overcome?

"For instance, normative and political structures in public schools are much

more institutionalized than in most CTCs."

The barriers to implementing anything in a school is the institution.  I myself have trouble accessing basic information on the internet because of the stringent blocks placed on the web.  If I find something that would be valuable I have to submit it to the county Technology director to get it approved before it can be unblocked.  Programs encounter the same problem, and are often more so turned down in large part due to monetary concerns.  If the monetary concerns are moot, such as with a free program, then you have to jump through hoops to show how and why the program would be valuable to your classroom.  Several teachers in my county just give up before starting the process because it can be time consuming.