For starters, what does “program” or “code” mean?
Coding is computer programming, which allows the writing of programs to develop software, or a web page, for example, but also to tell a machine what to do, to guide it. What for? Because we would like this info page to open when we click there, when the text appears on a pink background, that the machine directs the water jet pressure as it takes to cut a piece of metal, etc . . The purposes can be very diverse but the code is the initial language necessary for these uses.
The real French word is “programmer.” “Coder” comes from English and is more and more used.
Geek Anecdote: Know that when a programmer writes lines of code, he says, in his flowery vocabulary, that he “pees lines of code.
For those who are not immersed in body and soul computing, the code is a mystery. Better yet, we don’t even know it exists. And, honestly, we don’t care. I hope it works.
One thing is certain: this will be essential for tomorrow’s trades.
What’s the point of learning in the classroom?
There is not just one but lots. The student will discover how to create small action scenes himself with his tablet or computer. This will mobilize another form of intelligence since he must design, anticipate, program the movements of characters on the screen. Thus, he will solve the problems that arise to him and take care of the architecture of the program, its design, while creating the story he wants to tell.
Programming a story and moving the actors on the screen will help him develop sequencing abilities, which the student also uses in reading: spotting the beginning, the middle, the end of action, a scene described, and programming it in a logical order.
The student mobilizes all this when he does write production: At the beginning … [blah, blah, blah…]; then… [blah, blah, blah…]; then… [blah, blah, blah…]; for finally … [blah, blah, blah…].
Rather than having a long suite of “and, after,” “and after,” “and after” …
Having to arrange a character’s actions in a coherent and logical way will develop structuring abilities of thought. In this way, he will be better able to structure his production of writings later, so that it flows from the source and to convince his audience. If we go through winding paths and not very logical, we quickly lose the attention of others.
Encode the movements of these little “men” and different characters, make them speak at the right time, position the “blocks” appropriately will help children to realize the importance of this structuring, of this logic.
With the ScratchJr app, programming is learned by ordering action blocks: If the “blue guy” says “Thank you, well, well, and you?” before the “cat” has had time to greet him and ask him how he is doing, it’s messy. And when it’s messy on the screen, you realize it by watching the action and you’re going to fix it by reorganizing the blocks logically. This will not necessarily be obvious in a text written by the child.
With pure coding tools (see Code Academy or Free Code Camp), we see the immediate effects of what we order to “the machine” and it’s amazing … or very annoying if something gets stuck… but you also learn to look for mistakes. We are forced to start again until we get the desired effect. The approximation is not allowed. We need precision.
Programming offers the opportunity to make mistakes and correct mistakes – which is too rarely the case in school: you test, it works or not, you start over. We are only sanctioned by the success of the project or the fiasco. No sentence from above. The trial-and-error is very formative.
Programming serves language but also mathematics. We will repeat actions a number of times, for example, which requires numbering capabilities.
It can be said that with applications of this type, students do not only learn to code, but they will code their learning.
School workshops are being held. What if we were inspired by it?
You’ve heard of it: the coding-testers, Magic Makers. These magical names make you dream because they make reason the possibility of creating their own games. There’s something to “show off” in the playground.
I was lucky enough to attend a code session at Magic Makers, which was founded by Claude Térosier and Sébastien Louit.
They’re using Scratch. Students aged 8 and over had been taking part in the course since the beginning of September and we’re all creating their maze full of pitfalls, traps, holes to be bypassed, etc… to play it afterward. Or playing the boys.
The skills and sensibilities of each one come to light: one will work on the design, while the other will make a very elaborate journey. We don’t all have the same talents but everyone can prioritize what they like. It’s his game and he’ll meet the audience who will be sensitive to it.
One of the great characteristics of group coding is the cooperation that emerges from it: “Are you stuck? I know how to help you. I’m taking the time to guide you.”
A final argument if you are not already convinced: we do not know today what the professions of tomorrow will be, the ones that our students will practice. The only certainty is that systems programming, coding, will be necessary for this world of the future. And who will be able to use this language will hold the keys.
Trades of the Future
The trades of the future? We don’t even know their names. Knowing that, according to a study by the University of Oxford (09/13), in 20 years, 50% of the trades will be replaced by the machine, in the US, one imagines that the other half will have to reinvent itself. But in what? A lead for digital, perhaps? Today, an “ethical hacker” (paid hackers to test software) earns between $100,000 and 125,000 (The Guardians US Survey – 07/14). And it’s not about to falter.
Similarly, in September 2014, 8 times as many students as in 2002 chose the Computer Science Class at Harvard. In 2013, Xavier Niel created School 42, which recruits without a diploma, offers a program-learning course without a theoretical course or a teacher, at the end of which each student can draw between 30 job offers or about… without holding a recognized state diploma. It’s a dream, isn’t it?
Only one thing is certain: since it is better to know how to work wood to become a cabinetmaker, knowing how to code in a world cemented by the digital will be an asset, to master the “machine” and not the other way around. It won’t necessarily make the difference – like speaking English today – but not mastering the language at least will certainly be a disadvantage. There is already an explosion in the number of “coding” courses, and this is not about to falter. The future of our children is encoded now.
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