One at a time, one at a time. There are plenty of CS teaching insights to go around!
You’ve been waiting patiently with your hand raised, so Cody is back to answer more of your questions about teaching computer science.
Your pal with CS teaching know-how has already shared tips on starting out as a CS teacher and building a sustainable CS program in a rural district. This week, four of Cody’s experts drop in to demystify who is “qualified” to teach CS and tackle a burning question on many teacher’s minds – will AI replace the need to learn coding?
Dear Cody: I don’t feel like I know enough about coding to teach CS. I teach English, so leading science-focused lessons feels outside my wheel house. Is it even worth trying out a CS activity or should I just leave it to my colleagues in the science department?
Emily Pool, CS & STEM Professional Learning Specialist: The terms “computer science” and even “STEM” seem to intimidate some teachers – especially those that don’t focus on science in their content area. Many times when I was coaching, teachers would sheepishly admit that they just weren’t qualified to teach CS or STEM *directly to their students*.
That was demoralizing to hear. I could tell that those teachers were intimidated to teach outside their comfort zone, even if they were enthusiastic about the opportunity.
In reality, CS isn’t as scary as it sounds!
Sure, in the “olden days”, coding was a very technical pursuit. There were symbols, marks, spaces, and syntax that needed to be so precise that it did require specialized, intensive training.
But today, coding (and many other core CS skills and concepts) are more accessible than ever. Block-based coding for beginners makes this activity more accessible to both kids and adults. You can also break into physical computing with ease; micro:bits, for example, are a lot of fun to tinker with and learn from (even for adult learners).
Add in a buffet of free programs and access to tutorials through good ol’ “University of YouTube” and before long, you’ll have enough know-how to get your students started with some CS basics.
Sarah said it best: “you can teach CS!”. Being “qualified” to teach it is less about having years and years of experience backing you up. With the right mix of confidence, knowledge, and enthusiasm, you really can open your students to seeing CS in a whole new, cross-curricular light.
Dear Cody: I helped start my school’s coding club. But so far, we’ve struggled to get students interested in joining. How can I make our club more enticing and inclusive?
Sarah Phelps, Director of CS & STEM: To make CS truly inclusive, start with projects that matter to your students like solving local challenges or building apps for their communities. These hands-on activities not only engage students in out-of-the-classroom thinking, but also offer opportunities for students to see CS’ real world potential and impact.
Another key to inclusivity in CS spaces: provide opportunities for students to see role models with whom they identify. For your club, a lesson or two about a CS hero can help students see themselves in those innovators’ shoes and highlight that CS powers innovation in more than just technology-focused careers.
It’s also important to keep the door wide open, with low barriers to entry and the bandwidth to celebrate all kinds of success. All students deserve access to affordable, engaging extracurricular opportunities where they have the chance to lead and mentor others. Robotics teams and coding clubs offer both in spades, so removing barriers and stigmas about participating helps more students reap those benefits.
And most importantly, make participation the default so that every student gets the chance to see themselves in STEM. It’s essential that CS and STEM are not reserved for only early finishers, high flyers, or students who have the means to participate outside of school hours. Bringing a CS lesson or two into your own classroom garners that type of broad participation, and if you’re lucky, picks up a few curious recruits for your club along the way.
Dear Cody: Help! I thought CS would help get my students ready for the workforce. But AI can already code so well! Is AI going to replace coding?
Brayden Matsko, Digital Platforms and System Integration Manager: AI may replace writing some amount of coding in the coming years; big tech players like Google are already headed in that direction.
But in its current (and likely future) capacities, AI will still need humans who understand technological infrastructure and limitations to fully utilize its capacity for creating new digital processes, applications, and advanced code.
So, coding isn’t going extinct with the rise of AI. Instead, coding is evolving to harness both human and AI capabilities in tandem. Workforce readiness will evolve with that change, and chances are, the essential proficiencies of coding – problem-solving, perseverance, creativity, and attention to detail – will remain as valuable as ever.
Linda DeYounge, Program Manager of Online Learning: The reality is that AI may replace coding as we know it (as well as many other positions that relied upon it). From where we stand now, it may look like your students are headed out into a workforce in flux that doesn’t value their traditional coding skills.
At a moment like this, it’s important to remember that employment landscapes have previously shifted as innovative and new technologies are created and adopted (just ask your local switchboard operator). While we may not need people to painstakingly write each line of code, we will need people who have a profound understanding of coding languages to check AI-generated code, prompt AI agents appropriately, and manage projects with human-powered nuance.
Emily Pool, CS & STEM Professional Learning Specialist: Did the calculator replace math? Did word processors make writing obsolete? No! Will AI make coding and learning to program more efficient and accessible? Likely, yes! As far as coding is concerned, you can bet on AI adding to this lineage of technological catalysts that enhance – rather than fully replace – essential skills.
Along the same lines, calculators are great at providing their user with a solution. But if I don’t comprehend how it reached that solution, I may not be able to troubleshoot when that solution isn’t what I was expecting.
The same goes for coding, where humans will need to stay at the center of the equation and address when AI doesn’t get it right. “Reading code” is on its way to becoming an important new literacy that helps coders understand what is happening in the code and refine it with human-guided precision.
Cody is ready to hear it! But for a quicker answer about CS teaching resources, strategies, or professional learning opportunities, our CS & STEM team is always eager to hear from you.
You can also find resources for teachers, district leaders, and anyone eager to kickstart CS learning on our CS & STEM hub.
Sarah leads computer science and STEM initiatives, manages partnerships with state and national organizations, and elevates the LTC’s role as a thought leader in the K-12 computer science space.
Sam leads and supports the execution and growth of LTC services through the development and creation of innovative, impactful, and timely digital content.
What are the best starter resources for teaching coding? How can I build my CS teaching confidence? How do you sustainably build a CS program in a rural district? Cody
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