Connected Code: Why Children Need to Learn Programming
Connected Code: Why Children Need to Learn Programming
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连接代码：为什么孩子需要学习编程
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Q. Burke
中科院分区：
文献类型：
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作者：
Y. Kafai;Q. Burke
编码曾经被认为是由孤立技术人员实践的奥术飞船，现在被教育者和理论家认为是一种至关重要的技能，甚至是所有儿童的新识字能力。通常在K-12学校中促进编程，以鼓励“计算思维” - 现在已成为理解哪种计算机科学在不断增加的数字世界中为推理和交流做出贡献的伞。 Yasmin Kafai和Quinn Burke认为，尽管计算思维代表了一个极好的起点，但更广泛的“计算参与”概念可以更好地捕捉二十一世纪的现实。计算参与超越了个人的发展，专注于更广泛的社交网络和数字“制造”的DIY文化。 Kafai和Burke描述了计算参与的当代示例：不是为了编码而而是为创建游戏，故事和动画而编码的学生；青年编程社区的出现；混合的实践和道德挑战（而不是从头开始）；以及超越固定屏幕到可编程的玩具，工具和纺织品的转变。
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.