{"product_id":"dont-teach-coding-isbn-9781119602620","title":"Don't Teach Coding","description":"\u003cp\u003e\u003cb\u003eThe definitive resource for understanding what coding is, designed for educators and parents\u003c\/b\u003e\u003cb\u003e \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEven though the vast majority of teachers, parents, and students understand the importance of computer science in the 21\u003csup\u003est\u003c\/sup\u003e century, many struggle to find appropriate educational resources. \u003ci\u003eDon't Teach Coding: Until You Read This Book \u003c\/i\u003efills a gap in current knowledge by explaining exactly what coding is and addressing why and how to teach the subject. Providing a historically grounded, philosophically sensitive description of computer coding, this book helps readers understand the best practices for teaching computer science to their students and their children. \u003c\/p\u003e \u003cp\u003eThe authors, experts in teaching computer sciences to students of all ages, offer practical insights on whether coding is a field for everyone, as opposed to a field reserved for specialists. This innovative book provides an overview of recent scientific research on how the brain learns coding, and features practical exercises that strengthen coding skills. Clear, straightforward chapters discuss a broad range of questions using principles of computer science, such as \u003ci\u003ewhy we should teach students to code\u003c\/i\u003e and \u003ci\u003eis coding a science, engineering, technology, mathematics, or language?\u003c\/i\u003e Helping readers understand the principles and issues of coding education, this book:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eHelps those with no previous background in computer science education understand the questions and debates within the field\u003c\/li\u003e \u003cli\u003eExplores the history of computer science education and its influence on the present\u003c\/li\u003e \u003cli\u003eViews teaching practices through a computational lens\u003c\/li\u003e \u003cli\u003eAddresses why many schools fail to teach computer science adequately\u003c\/li\u003e \u003cli\u003eExplains contemporary issues in computer science such as the language wars and trends that equate coding with essential life skills like reading and writing\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003eDon't Teach Coding: Until You Read This Book \u003c\/i\u003eis a valuable resource for K-12 educators in computer science education and parents wishing to understand the field to help chart their children’s education path.\u003c\/p\u003e \u003cp\u003eAbout the Authors xi\u003c\/p\u003e \u003cp\u003eAcknowledgments xiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWho is This Book For? 3\u003c\/p\u003e \u003cp\u003eLet’s Do It! 3\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1: Prologues 5\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Wizard’s Tale 5\u003c\/p\u003e \u003cp\u003eThe Sorting of Wizards 5\u003c\/p\u003e \u003cp\u003eThe Call to Action 10\u003c\/p\u003e \u003cp\u003eA Language Without 10\u003c\/p\u003e \u003cp\u003eOur Strange Protagonists 10\u003c\/p\u003e \u003cp\u003e(cons 'Apple 'Soft) 13\u003c\/p\u003e \u003cp\u003eTower of Babel 15\u003c\/p\u003e \u003cp\u003eConfessions 16\u003c\/p\u003e \u003cp\u003ePenances 17\u003c\/p\u003e \u003cp\u003eA Language Within 17\u003c\/p\u003e \u003cp\u003eInstalling Languages 17\u003c\/p\u003e \u003cp\u003eWriting in Tongues 19\u003c\/p\u003e \u003cp\u003eKiss, Gift, Poison 20\u003c\/p\u003e \u003cp\u003eNova: Va o no va? 22\u003c\/p\u003e \u003cp\u003eHello, Hello, Hello 23\u003c\/p\u003e \u003cp\u003eLanguages Without 25\u003c\/p\u003e \u003cp\u003eTongueless Languages 27\u003c\/p\u003e \u003cp\u003eBabbage’s Calculus Club 29\u003c\/p\u003e \u003cp\u003eDiffs 31\u003c\/p\u003e \u003cp\u003eFinite Descriptions of the Infinite 31\u003c\/p\u003e \u003cp\u003eBottling the Human Will 33\u003c\/p\u003e \u003cp\u003eMachines Anchor Language 35\u003c\/p\u003e \u003cp\u003eNow That It’s Out of Our System 39\u003c\/p\u003e \u003cp\u003eLanguages Within 40\u003c\/p\u003e \u003cp\u003eSigned Languages 42\u003c\/p\u003e \u003cp\u003eSilent Battles 43\u003c\/p\u003e \u003cp\u003eOur Strange Citizens of Broca’s Area 49\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: Beginnings 51\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Wizard’s Tale 51\u003c\/p\u003e \u003cp\u003eThe Leap of Faith 51\u003c\/p\u003e \u003cp\u003eThe Forge 53\u003c\/p\u003e \u003cp\u003eThey Slept 56\u003c\/p\u003e \u003cp\u003eA Language Without 56\u003c\/p\u003e \u003cp\u003eSyntax – Building Materials 59\u003c\/p\u003e \u003cp\u003eA Meta-Linguistic Meander 60\u003c\/p\u003e \u003cp\u003eBack to Syntax 62\u003c\/p\u003e \u003cp\u003eSemantics: “When your eyes see this, do this with your mind . . . ” 63\u003c\/p\u003e \u003cp\u003eChecking Assumptions 65\u003c\/p\u003e \u003cp\u003eWe Have a “Language.” Now What? 66\u003c\/p\u003e \u003cp\u003eA Language Within 66\u003c\/p\u003e \u003cp\u003eCats 66\u003c\/p\u003e \u003cp\u003eStories and Back Stories 71\u003c\/p\u003e \u003cp\u003eAb(stract) 74\u003c\/p\u003e \u003cp\u003eShortest Path: Dijkstra to You 75\u003c\/p\u003e \u003cp\u003eA Brave New Syntax 79\u003c\/p\u003e \u003cp\u003eLanguages Without 81\u003c\/p\u003e \u003cp\u003eThe Unwritten, Unwritable Backstory 83\u003c\/p\u003e \u003cp\u003eThree Old Friends: Language, Math, Algorithms 84\u003c\/p\u003e \u003cp\u003eAlgorithms of Antiquity 88\u003c\/p\u003e \u003cp\u003eA Brief Story of Stories 90\u003c\/p\u003e \u003cp\u003eLanguages Within 91\u003c\/p\u003e \u003cp\u003eForeign Language: A Friend, Perhaps a Mentor 96\u003c\/p\u003e \u003cp\u003eZapping Broca’s Area 97\u003c\/p\u003e \u003cp\u003eMore Monkey Business 98\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: Middles 101\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Wizard’s Tale 101\u003c\/p\u003e \u003cp\u003ePurgatory 101\u003c\/p\u003e \u003cp\u003eDescent 103\u003c\/p\u003e \u003cp\u003eAscent 105\u003c\/p\u003e \u003cp\u003eA Language Without 106\u003c\/p\u003e \u003cp\u003e(Stories (Within Stories)) 106\u003c\/p\u003e \u003cp\u003eOrder Word 111\u003c\/p\u003e \u003cp\u003eEasing the Transition 113\u003c\/p\u003e \u003cp\u003eMagic Tricks 114\u003c\/p\u003e \u003cp\u003eA Language Within 122\u003c\/p\u003e \u003cp\u003eImplicit Learning 122\u003c\/p\u003e \u003cp\u003eAnimation 122\u003c\/p\u003e \u003cp\u003eNapoleon’s Risky Maneuver 126\u003c\/p\u003e \u003cp\u003eNoughts and Crosses 131\u003c\/p\u003e \u003cp\u003eRound Stories; Square Frames 132\u003c\/p\u003e \u003cp\u003eLanguages Without 133\u003c\/p\u003e \u003cp\u003eIllusions of Mind 133\u003c\/p\u003e \u003cp\u003eDactylonomy: Digits to Digital 134\u003c\/p\u003e \u003cp\u003eExternalization 137\u003c\/p\u003e \u003cp\u003eThe Spark of the Pascaline 139\u003c\/p\u003e \u003cp\u003eThe Best of all Possible Languages 141\u003c\/p\u003e \u003cp\u003eAutomatons 144\u003c\/p\u003e \u003cp\u003eKing Ludd 147\u003c\/p\u003e \u003cp\u003eThe Song for the Luddites 149\u003c\/p\u003e \u003cp\u003eLanguages Within 152\u003c\/p\u003e \u003cp\u003eThe Machine Within 152\u003c\/p\u003e \u003cp\u003ePotions for the Mind 152\u003c\/p\u003e \u003cp\u003eScience and Schools 154\u003c\/p\u003e \u003cp\u003eMindset 156\u003c\/p\u003e \u003cp\u003eMetacognition 158\u003c\/p\u003e \u003cp\u003eDeliberate Practice 160\u003c\/p\u003e \u003cp\u003eSecond Language\u003c\/p\u003e \u003cp\u003eAcquisition 160\u003c\/p\u003e \u003cp\u003eKrash Course 162\u003c\/p\u003e \u003cp\u003eFluency and Expertise 164\u003c\/p\u003e \u003cp\u003eWhat It Feels Like to Upgrade Your Own Wetware 166\u003c\/p\u003e \u003cp\u003eMeta-teaching 168\u003c\/p\u003e \u003cp\u003eA Universal Educational Language 169\u003c\/p\u003e \u003cp\u003eThe Loop of Being Human 173\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: Ends 175\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Wizard’s Tale 176\u003c\/p\u003e \u003cp\u003eLearn to Teach; Teach to Learn 176\u003c\/p\u003e \u003cp\u003eMontage 178\u003c\/p\u003e \u003cp\u003eLoop Back 183\u003c\/p\u003e \u003cp\u003eThe Beginning 184\u003c\/p\u003e \u003cp\u003eA Language Without 184\u003c\/p\u003e \u003cp\u003eOur Road Thus Far 184\u003c\/p\u003e \u003cp\u003eDefinitions 185\u003c\/p\u003e \u003cp\u003eBecoming the Machine 187\u003c\/p\u003e \u003cp\u003eLoops 188\u003c\/p\u003e \u003cp\u003eMad Libs 190\u003c\/p\u003e \u003cp\u003eTuring Completeness 191\u003c\/p\u003e \u003cp\u003eIfs 196\u003c\/p\u003e \u003cp\u003eExtending Language 199\u003c\/p\u003e \u003cp\u003eA Language Within 200\u003c\/p\u003e \u003cp\u003eSo lernt man lernen: Der Weg zum Erfolg 200\u003c\/p\u003e \u003cp\u003eDesigning Your Deck 207\u003c\/p\u003e \u003cp\u003eThe System 210\u003c\/p\u003e \u003cp\u003eUnburdening Yourself 213\u003c\/p\u003e \u003cp\u003eParting Exercises 214\u003c\/p\u003e \u003cp\u003eLanguages Without 215\u003c\/p\u003e \u003cp\u003eThe Flood and the Tower 215\u003c\/p\u003e \u003cp\u003eSoft is the New Hard, and the Old Hard 216\u003c\/p\u003e \u003cp\u003eAbstraction’s Arrow 218\u003c\/p\u003e \u003cp\u003eLanguages Within 224\u003c\/p\u003e \u003cp\u003eThe Education Bottleneck 224\u003c\/p\u003e \u003cp\u003eHistory’s First Coding Students 225\u003c\/p\u003e \u003cp\u003e(environment (mind (fluency))) 228\u003c\/p\u003e \u003cp\u003eCo-Authoring the EdTech Story 233\u003c\/p\u003e \u003cp\u003eBabbages and Lovelaces of Education 238\u003c\/p\u003e \u003cp\u003eThis Final Section Has No Name 240\u003c\/p\u003e \u003cp\u003e\u003cb\u003eConclusion 241\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNext Steps: Learning Sciences 241\u003c\/p\u003e \u003cp\u003eNext Steps: Languages to Learn 242\u003c\/p\u003e \u003cp\u003eNext Steps: Coding 242\u003c\/p\u003e \u003cp\u003eNext Steps: Software Engineering 242\u003c\/p\u003e \u003cp\u003eNext Steps: Hacker Culture 243\u003c\/p\u003e \u003cp\u003eNext Steps: History 243\u003c\/p\u003e \u003cp\u003eNaming Things: Computer Science 244\u003c\/p\u003e \u003cp\u003eNaming Things: Philosophy of Mind 245\u003c\/p\u003e \u003cp\u003eNaming Things: Learning Science 245\u003c\/p\u003e \u003cp\u003eThank You 246\u003c\/p\u003e \u003cp\u003eBibliography 247\u003c\/p\u003e \u003cp\u003eIndex 259\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eSTEPHEN R. FOSTER, P\u003csmall\u003eH\u003c\/small\u003eD,\u003c\/b\u003e is a researcher, author, and co-founder of several social enterprises with a mission to teach teachers how to teach coding. An expert in video game end-user programming and computer science education, Stephen has coded to generate peer-reviewed scientific results, coded to build educational technology solutions for teachers and students, and coded to bootstrap educational startups and non-profit organizations. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eLINDSEY D. HANDLEY, P\u003csmall\u003eH\u003c\/small\u003eD,\u003c\/b\u003e is a teacher, researcher, entrepreneur, author, and co-founder, with Stephen Foster, of ThoughtSTEM and MetaCoders.org, which have helped hundreds of thousands of beginning coders. She is a passionate advocate of both using science to improve education and of improving the teaching of science worldwide.   \u003c\/p\u003e\u003cp\u003e\u003cb\u003e The definitive resource for understanding coding, designed for educators and parents\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003eWhat is coding? Why should we teach students to code? Is coding for everyone, or only for specialists? Why do many schools fail to teach computer science adequately?\u003c\/i\u003e Whether you are an educator or a parent, knowing what coding is and how to teach it has never been more important. As more and more public schools are mandating computer science education, you need to understand how to effectively teach programming languages and coding. Written by expert computer science educators and researchers, \u003ci\u003eDon't Teach Coding: Until You Read This Book\u003c\/i\u003e is a comprehensive, yet accessible resource that explains everything you should know before you start teaching a programming language. \u003c\/p\u003e\u003cp\u003eThis much-needed book demystifies programming languages while offering real-world insights on charting a child's educational path in computer science. The authors share recent scientific research on how the brain learns coding and provide classroom-proven exercises for strengthening coding skills. Clear, jargon-free chapters explore a wide range of essential topics, from the history of computer science education and its influence on the current educational system to contemporary issues such as the \"language wars.\" After introducing its main ideas through the engaging\u003ci\u003e Wizard's Tale\u003c\/i\u003e fictional narrative, each chapter examines progressively more powerful and complex programming languages. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eDon't Teach Coding: Until You Read This Book\u003c\/i\u003e is indispensable for both beginning and experienced K-12 teachers as well as any adult with an interest in the teaching and learning of programming languages — one language at a time. \u003c\/p\u003e\u003cp\u003e\"\u003ci\u003eHamilton\u003c\/i\u003e tells the best, untold story of America, while \u003ci\u003eDon't Teach Coding\u003c\/i\u003e does the same for computer programming. It's a transformative read for anyone who believes coding is for gearheads. Spoiler alert: It's for the literary among you.\"\u003cbr\u003e \u003cb\u003e—Camille McCue, PhD,\u003c\/b\u003e author of \u003ci\u003eCoding For Kids For Dummies\u003c\/i\u003e\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989082554597,"sku":"NP9781119602620","price":29.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119602620.jpg?v=1761782723","url":"https:\/\/k12savings.com\/products\/dont-teach-coding-isbn-9781119602620","provider":"K12savings","version":"1.0","type":"link"}