Reflect on the process each week on the class wiki or personal blog. I am an English teacher, I do not have a lot of experience with some of the projects you might choose. You will present your pitch in a "science-fair"-type poster session in front of other students, teachers, and community members.Ĭhoose an adult to be your official mentor. Write up a proposal and pitch* it to the rest of the class that includes a purpose, audience, timeline, and resources you will need to complete the project. If you are stuck, do some research on other educational 20% projects and take another look at what Google has done. This is not about hanging out with friends,but making something really cool.Ĭhoose a project that is new to you and something you wouldn’t normally do in another academic class. Is this person going to keep on track or distract me? If you work alone, you have complete autonomy but you are responsible for the outcome.Ĭan I get along with this person for the entire semester? If you choose a small group, you will have to compromise with your group and deal with other personalities. The other part was the introduction or appropriation of concepts and abstractions that might be more accessible to learners: micro-worlds in the case of Logo (Papert, 1980), and the adaptation of object orientation (a reasonably obscure programming paradigm at the time, introduced a few years earlier in the Simula language (Dahl, Myhrhaug, & Nygaard, 1967)) in the case of Smalltalk.You may work alone or with a small group.ĭecide carefully. BASIC and Pascal were part of this movement, introducing more rigid structure and creating higher abstraction levels in programming in the process. The goal of these languages was partly simplification: taking known concepts and avoiding the complications that could arise in other existing languages at the time. Among the early ones, BASIC (1964), Logo (1967), Pascal (1970), and Smalltalk (1972) stood out as the most used and most influential-all aiming at learners as their primary target group. The first pedagogically oriented software tools were programming languages and their associated compilers. This is where we will slow down and start discussion in more detail. We will not give a complete history of educational software here instead, we mention just a few influential early systems to arrive quickly at our destination: educational development environments for object-oriented programming. However, pretty soon systems started to be developed that were designed partly or primarily with beginners as users in mind. In the early days, there was no difference between the tools used by professionals and the ones taught to newcomers. ![]() Ever since computer scientists started teaching others about programming, they started thinking about tools to support this challenge. ![]() They present their work in this area-frame-based editing-and suggest possible future development options.Įducational software tools are nearly as old as programming as a discipline. The authors also discuss current developments, and suggest an area of interest where future work might be profitable for many users: the combination of aspects from block-based and text-based programming. In this chapter, the authors describe their experiences with the design of three systems-Blue, BlueJ, and Greenfoot-and extract lessons that they hope may be useful for designers of future systems. New educational systems are currently being designed by a diverse group of developing teams, in industry, in academia, and by hobbyists. In the past, professional environments were often used in programming teaching with the shift to younger age groups, this is no longer tenable. ![]() With the rise of programming as a school subject in ever-younger age groups, the importance of dedicated educational systems for programming education is increasing. ![]() More systems of this kind have been published in the last few years than ever before, and interest in this area is growing. AbstractEducational programming systems are booming.
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