The Future of Education

Computer programming is increasingly being touted by educators, economists, and policy makers as one of the definitive skills that all children need to learn as early as elementary school. Currently, the United Kingdom, France, South Korea, and Israel have mandated computer science to be taught on the K-12 levels, while Singapore and Italy are in the process of likewise developing national curricula.

Through the White House, the United States recently committed an unprecedented amount of money—4 billion dollars—for the development of computer science coursework on the K-12 level. Despite these promising developments, there remains a lingering question as to where where coding can find its footing in an already full school day. The purpose of this exploratory paper is to review and discuss the varied ways computer programming is introduced to schools and families as a new form of learning. If the future of education will see programming in schools, where and how will it be introduced and implemented as a course on the K-12 level? The paper examines the rhetoric around coding within international academic journals and popular media articles over the past two decades.

Findings point to three distinct ways in which introductory coding initiatives have been portrayed (and been perceived): as a new literacy, as a “grounded” math, and as a technical skill. Ultimately, the paper does not propose a single defining metaphor. Rather it argues that the metaphors one selects matter considerably in determining programming’s future in entering (or not entering) schools, and that educators need to make a conscientious effort to consider multiple metaphors without choosing just one. Discussion at the conference will encourage discussion as to how educators have perceived programming in the past and what they believe are the most relevant metaphors for such introduction if this is, in fact, the future of education