In the past, the digital divide described students with technology compared to those without. Today, the divide addresses students who receive instruction on how to do things with technology versus those learning how to make technology do things. Now that computer science is the highest-paid career for college graduates, it is time to stop teaching students how to push the buttons and start teaching them how to make the buttons.
Not many school curricula teach learners to question or think about technology, therefore they become passive users of these tools rather than engaging with them. An important first step for parents and educators is to stop being scared of coding and to focus on the creative process that can be unleashed.
Based on all of the above, and believing in Seymour Paper’s Constructionism Theory which states that learning happens most effectively ‘where the learner is consciously engaged in constructing’. In other words, they learn best by making or doing rather than just listening. Curro decided to add a fourth R, namely educational robotics, to the curriculum from Grade R to Grade 6 in order to allow our learners to develop these skills and to master coding in a playful and enjoyable way.
Hank Pellissier, a freelance writer on education and brain development, stated: ‘…computer programming languages used in developing web pages and mobile apps may be the most important second, third or fourth language your child will ever learn… there’s no guarantee that computer science will be offered at your child’s school; in fact, there’s a good chance it won’t be. Despite the chorus of future-focused experts advocating for better computer science education, most schools aren’t meeting the challenge.’
Educational robotics is a set of educational activities that support and strengthen specific areas of knowledge and develop skills through the designing, building, assembling and programming of robots (coding).