Cursive Writing and Coding (Part 2)
Here is a recent “Letter to the Editor” in the New York Times.
In the 21st century, every student should learn to program, for three reasons. Computational thinking is an essential capability for just about everyone. Programming is an incredibly useful skill: fields from anthropology to zoology are becoming information fields, and those who can bend the power of the computer to their will have an advantage over those who can’t. Finally, the Bureau of Labor Statistics projects that 71 percent of all new jobs in STEM fields (science, technology, engineering and mathematics) during the next decade will be in computer science.
Computer science is the future. Is your child going to be ready for it?
Written by Ed Lazowska, a University of Washington professor holding the Bill and Melinda Gates Chair in Computer Science and Engineering, was responding to an article about teaching coding in schools. Clearly, a champion of coding, the writer typifies the unharnessed enthusiasm for teaching children to acquire computational thinking through programming. He is a “true believer.”
In Part 1, I pointed out the gradual disappearance of cursive writing from the elementary school curriculum as an instance of reformers abandoning a traditional subject because they see schools as engines of economic, societal, and political change in the nation. They do not see schools as “museums of virtue” where cursive writing would be taught to every second and third grader. Instead, these reformers advocate that young children and youth be taught programming languages as tools for computational thinking, a 21st century skill is there ever was one. I used the example of Logo, an innovation introduced into schools in the early 1980s as an earlier instance of school reformers as “true Cursive Writing and Coding (Part 2) | Larry Cuban on School Reform and Classroom Practice:
