Coding in the Classroom
Using digital media technologies to enhance learning and teaching for K-6.
Great for
STEM learning!
Coding is becoming an increasingly important skill for 21st century learners. By learning to code, students are also learning mathematical and computational thinking, strategies for problem solving, systematic reasoning, project design and how to effectively communicate their ideas.
Researchers at MIT, including Mitch Resnick and Karen Brennan from the Lifelong Kindergarten Group, believe coding is an important skill for all primary students. In addition to its application within the Science and Technology syllabus, coding is increasingly being applied in a cross-curricular capacity, connecting to learning areas such as Mathematics, HSIE and Creative Arts.
Through this introductory course, teachers will be shown how to incorporate coding in cross – curricular activities, and be introduced to a variety of visual programming languages using tablet apps and other software.
In this course, participants will:
- gain experience with a range of coding platforms to use in classrooms, including software for tablets and desktop computers
- discover coding as means to develop computational thinking, strategies for problem solving, systematic reasoning, project design and the communication of ideas
- explore ways to incorporate coding into a cross-curricular activities.
This course consists of two parts. A workshop day (5.5hrs) and a follow-on component to be completed in your own time after the workshop (4.5hrs). You must successfully complete both parts in order to gain the 10 professional learning hours.
Follow-on
The follow-on component for this course (4.5 hrs) is described below. This is an opportunity for you to have some time to take what you learned during the workshop and apply it to your own context and your own students. Information about due dates and instructions will be emailed to participants after the workshop day.
Create and document a lesson that integrates coding into a unit of work currently being taught in your classroom (you may use the project you created during the course as a basis for your lesson, or start from scratch). Participants share their lesson to an online community where they will get to interact with the other teachers in the course. Participants complete a personal reflection piece and a course survey.
Read more about follow-on components, and see the criteria for successful completion in the FAQ below.
Completing this course will contribute 10 hours of QTC Registered PD addressing 2.1.2, 2.6.2, 3.4.2, 6.3.2, 7.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Audience: All primary teachers.
Keywords: Primary, STEM, STEAM, Coding, Programming, Creative & Critical Thinking, Computational Thinking, Design, Digital Literacy, Cross-Curricular
Feedback
It has made me reflect on my professional practice. I wanted to be able to deliver and facilitate student learning through ‘coding’ and the course has pushed me to implement strategies and methods which will encourage students to adopt the thinking and challenge in this area of their learning.
I was in the beginning stages of understanding coding and how I can facilitate the learning of students. From this course, I come away with a greater understanding of coding, links to great resources, part of a connected professional group on Edmodo and more confident that I can introduce coding to the students, integrated across curriculum areas.
I have used what I learnt to plan ICT activities to embed teaching and learning activities in the classroom. These activities are Maths, English, dance and drama. Students enjoyed the related activities and were engaged as soon as they realised it related to coding and programming.
Coding Excursions
We run Coding Boot Camps during school terms. Bring your students to MacICT and see the possibilities in action!
Facilitators
Evan Bonser
Developer & Facilitator
Evan is one of our game design facilitators and is working as an ICT Integrator in Sydney. He began his university training in robotics before changing to complete a Bachelor of Education (Primary) from the University of Western Sydney. Evan has taught in a variety of educational environments ranging from mainstream settings in both the public and private sectors to Special Needs and Hospital Schools where he taught K-12 across the curriculum. He has found that where ever he teaches he sees the same enthusiasm for learning through making and uses that to inspire his students. He has a passion for developing a ‘growth mindset’ in his students to help them see failure as an integral part of the learning process; and sees it as the beginning of deep personal development that will last a lifetime.
Enrol
Unfortunately there are no plans to run this course again. Apologies for any inconvenience.
FAQ
How do I enrol?
How is payment taken?
How do I get there and do I need to bring anything?
What if I cancel or don't show up?
You can delete your own enrolment through MyPL, however keep in mind any cancellations made within 2 days of the event or no-shows will incur the full cost, charged to your school. Please contact us if there are any issues with your attendance.
What's a follow-on component?
Some of our courses include a follow-on component to be completed by the participant in their school context with the aim of transferring the new practice to their teaching and learning repertoire. These deliverables are included as part of the course hours and are designed to engage teachers in real ‘learning through doing’ leading to improvement in the skills and capabilities of teachers. This is an opportunity for you to have some time to take what you learned during the workshop and apply it to your own context and your own students. Details of the follow-on will be emailed out to all participants. The deliverables must meet the following Criteria:
- Product (this may refer to lesson plan, unit of work or other digital product)
- evidence of creativity;
- planning and/or design;
- incorporation of key ideas in the course;
- integration of technology; and
- a published/shared product that is appropriate to audience, purpose and context.
- Online Interaction
- peer feedback; and
- community building.
- Personal Written Reflection (200 words):
- Reflect on the learning experience gained by participating in this course, including the deliverables, OR reflect on your classroom practice (including a description of the pedagogical approach, delivery and implications for the future); AND
- Reflect on how you achieved one or more of the specified professional learning standards.
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