Coding as another language

摘要

This paper explores the integration of coding, CT and literacy by describing a study conducted with first and second grade classrooms in Norfolk, Virginia. A total of 667 students and 57 educators from eight elementary schools, as well as 181 students from two comparison schools participated in a curriculum called Coding as Another Language (CAL) that utilizes KIBO robotics, a developmentally appropriate kit which does not require keyboards or screens. CAL positions the teaching of programming as a symbolic system of representation, a tool for creative expression and communication. Thus, research questions regarding the relationship between students' coding and CT outcomes and their literacy skills were explored, as well as teachers' reactions to the experience, in particular regarding the integrating of teaching computer science and literacy in the early grades. Participation in the CAL-KIBO curriculum was associated with improvement in coding and unplugged CT skills. Baseline literacy skills were related to students' acquisition of CT skills. For example, students who had higher literacy scores at the beginning of the term were more successful in CT tasks. Furthermore, although teachers varied in their perceptions of integrating coding and CT with literacy, our findings suggest that these disciplines may share some cognitive and pedagogical overlap that has yet to be extensively explored in the early computing education field.