Gamified Coding…Still Not Enough
Braeden has done “hour of code” for the past two years at school and aside from “coding minecraft” which he found kind of trivial compared to actual minecraft, it just wasn’t his thing.
I even bought a BB8 sphero, which he had no interest in “coding” but only wanted to control via the app. It looks so pretty sitting on the shelf. (rolls eyes)
I tried to expose him to Scratch but it too was not his thing.
When I pushed him on his avoidance of “coding”, it was his experience with hour of code that somewhat framed his desires. He did the activities but when it came time to apply and create his own “app”, he was stumped and couldn’t figure out what to do. The gallery wasn’t a space for inspiration. It was a place to pass the time.
In addition, the “hour of code” site was added to the list of acceptable “technology time” programs right along with coolmath, accelerated reader and other curriculum “learning” tools while teachers did what they knew to do…get grades done while the kids silently “did computers”.
Reflect on that for a moment.
While some students tackle gamified coding programs with a certain joy, others do not. This isn’t abnormal. It’s theory of learning and how we all differ. Please don’t get offended or justify how we’ve “edtech-ed coding” by calling it “a start”…better than nothing.
That statement is the epitome of inequity.
For kids like Braeden, who thrive on disrupting physical space into creative ventures, gamified coding programs are just that…games.
…until connections are made through the language that they understand.
Physical space, invention and the act of creating can inspire the need to understand how certain machines work and languages that dictate their actions.
Last week, my time with Braeden creating everything from interactive art to our own games drove his need to code and in the spirit of that need, I saw an interest and enjoyment that I’ve not seen in him from a digital perspective beyond the art he draws, puppet videos or worlds that he created through Minecraft.
All it took was a semi-knowledgeable adult who was willing to play/learn with him(me), a couple of micro-controllers (Adafruit’s Circuit Playground Express and Chibitronics Chibi Chip…or any that help bridge the digital and physical gap) and a plethora of possibilities that were tangible to him…not married to a screen but physically in hand.
If only this were possible for every kid who needs to explore, learn and create in this way.
Not just those…
…In “that geeky teacher’s classroom”
…In gifted/STEM/STEAM programs
…In private super expensive schools
…In the coding/maker club before/after school
…In homes with engineers/geeky teachers as parents
…In the company of an aunt who used to be “that geeky teacher”
…Or those in homes willing to and capable of paying for private after school/summer STEM experiences
Editor’s Note: This is a cross-posted piece originally seen at EdTech Bloggers of Color. This is Part 2 of a two-part series. You can also see Rafranz in person at our upcoming Fall CUE 2018 Conference at American Canyon High School in Napa Valley, CA — October 13-14, 2018.
Rafranz Davis has dedicated her career to empowering students and teachers to share their voices throughout their communities and the world. She uses her platform across the edtech ecosystem to advocate for STEM and creative learning through making while simultaneously challenging communities through the lens of digital equity and diversity. Rafranz is a public school administrator for Lufkin ISD, a rural East Texas community, where she serves as its Executive Director of Professional and Digital Learning.