For how long have you taught computing/coding to 5-14 years old students?-Years

In what country do you teach computing/coding?

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-BASIC

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Blockly

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-C/C++/C# or Objective-C

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Java

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Javascript

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Lego Mindstorms EV3

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Lego Mindstorms NXT

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Lego WeDo

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Logo (or a derivative)

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Pascal

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Perl

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-PHP

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Processing

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Python

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Ruby

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Scratch (mit.scratch.edu)

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Scheme

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Swift

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Tynker

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Other

What programming languages do you use when teaching coding?   (PLEASE MARK ALL THAT APPLY)-Other

Who introduced you to computing/coding?

Who introduced you to computing/coding?

What were your reasons for pursuing computing/coding on your own?

Was this for a required course? If so, what degree or certification were you pursuing?

What was your colleague's reason for introducing you to computing/coding?

Why did your administrator introduce you to computing/coding?

What was this person's relationship to you? How did they encourage you to pursue computing/coding?

Why did you start teaching computing/coding?

When you teach computing/coding, do you teach it as a standalone topic, or do you integrate it...

Foreign Language

Which subject(s) do you integrate computing/coding into? (MARK ALL THAT APPLY)-Other

Which subject(s) do you integrate computing/coding into? (MARK ALL THAT APPLY)-Other

What age of students do you teach computing/coding to? (MARK ALL THAT APPLY)-younger than 5 years old

What age of students do you teach computing/coding to? (MARK ALL THAT APPLY)-5-8 years old

What age of students do you teach computing/coding to? (MARK ALL THAT APPLY)-9-11 years old

What age of students do you teach computing/coding to? (MARK ALL THAT APPLY)-12-14 years old

What is the average class size of students when you teach computing/coding?-# of students per class

To how many TOTAL students do you teach computing/coding?-Total Students Taught

Are you required to teach computing/coding or is it optional?

How often do you teach computing/coding?

When do you teach computing/coding?-During regular school hours

When do you teach computing/coding?-Outside of regular school hours (e.g., after-school club)

In general, how long are your lessons on computing/coding?

When you encounter questions or problems that you don't immediately know how to resolve in comput...-I use (an) online resource(s)

When you encounter questions or problems that you don't immediately know how to resolve in comput...-I use a friend or colleague

When you encounter questions or problems that you don't immediately know how to resolve in comput...-I refer to official computing/coding documentation

When you encounter questions or problems that you don't immediately know how to resolve in comput...-I try and work it out myself

When you encounter questions or problems that you don't immediately know how to resolve in comput...-I work around the problem and move on to something else

When you encounter questions or problems that you don't immediately know how to resolve in comput...-Other

When you encounter questions or problems that you don't immediately know how to resolve in comput...-Other

Which online resource(s) do you use?

What is your relationship to this friend or colleague (e.g., supervisor, family, friend)

What CHALLENGES have you encountered in teaching computing/coding?

What SUCCESSES have you noted in teaching computing/coding?

What changes, if any, have you noted in your students since you began teaching computing/coding?

How important is it to you that 5-14 year old students to learn to code?-Yes

Please explain your reasoning for why you believe students ought to learn to computing/coding?

What were your apprehensions, if any, when you considered teaching computing/coding in the classr...

How much prior experience with coding did you have before deciding to teach it in the classroom?

Whose idea was it for you to teach coding in your classroom?

How did you originally propose the need to teach coding to your administrator(s)?

How has coding been received by ...-your students

How has coding been received by ...-parents of your students

How has coding been received by ...-colleagues

How has coding been received by ...-supervisors

What confidence do you have in your own abilities to...-teach students computing/coding

What confidence do you have in your own abilities to...-help students to find resources to learn computing/coding

What confidence do you have in your own abilities to...-integrate computing/coding with other subjects

What confidence do you have in your own abilities to...-Code my own programs/applications

What confidence do you have in your own abilities to...-Understand how to read others' code

What confidence do you have in your own abilities to...-Debug student-generated code

What products and applications have students created as a result of learning to code in your clas...

What do you hope students get out of learning computing/coding?

What resources do you use when teaching children to code?  (e.g., Scratch, Tynker, Codeschool, En...

If you could wish for anything you want to better teach computing/coding, what would you wish for?

If you could start over and teach computing/coding with what you know now, what would you do diff...

Lego Mindstorms EV3

I sought it out on my own

Administrator at an elementary school and I wanted to provide this opportunity to our students.

Administrator at an elementary school and I wanted to provide this opportunity to our students.

Often (about once a week)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I use a friend or colleague

I try and work it out myself

Not enough equipment.

More confident problem solvers. Using growth mindset more often.

It is a skill that will help them get ahead.

Coding skills will help them get the jobs of the future.

I didn't have a lot of knowledge myself in coding.

I was the administrator and it was my idea.

They're cautiously enthusiastic

Somewhere in the middle

Somewhat confident

Not confident at all

Not confident at all

Not confident at all

Not confident at all

Pictures and games within the code.org program.

Growth mindset and basic understanding of how coding works.

Money for a coding teacher, more computers.

Scratch (mit.scratch.edu)

I sought it out on my own

No classes offered at school

I think it's an important skill all kids should be exposed to.

Regularly (about 2-3 times a week)

During regular school hours

Outside of regular school hours (e.g., after-school club)

5 - 30 minutes minutes

I use (an) online resource(s)

I use a friend or colleague

I try and work it out myself

Web search, codeacademy, scratch wiki, Kahn academy

Varying levels of background knowledge in the students

Kids are proud of their work and do more than they originally thought possible. One student received NCWIT recognition.

They are happy and excited and want to show off what they do.

As important as the 'ABCs'

Most jobs in the future will require these skills or these kids will benefit from knowing coding skills in their personal lives.

I coded occassionally

I started with a unit in some classes and then proposed full classes to my administration. ..I showed them the courses were state approved and or counted toward graduation requirements and they were happy to have me offer them.

Somewhat confident

Somewhere in the middle

Somewhere in the middle

Games, stories, multimedia presentations, apps to control robots

Self empowerment and confidence that they can do it.

Scratch, code.org, code academy

More formal training for myself, ie. Ability to take college courses to further my own competency

Start them younger, even in elementary school

A teacher or instructor

I heard about it in a training, and it seemed to be something of real value to students.

Often (about once a week)

During regular school hours

Outside of regular school hours (e.g., after-school club)

I use (an) online resource(s)

I use a friend or colleague

I try and work it out myself

code.org, ozoblockly.com, google searches

coworkers who also teach coding

I work with students who had little to no access to computers at home, so sometimes I'm not just teaching them to code, I'm teaching them to use the computer first. Another challenge is that I'm NOT a real" coder myself

so I have a couple of really excited

brilliant students who could go farther that I'm equipped to help them with."" work with students who had little to no access to computers at home

so sometimes I'm not just teaching them to code

Problem solving skills are definitely increased. I see them figuring out creative ways to tackle problematic programs, and their ability to verbalize help to their other classmates/coding club members continues to improve.

Students are more confident, less worried about getting it wrong. They have better skills to figure out problems, so they don't mind if they don't get it right the first time.

It is a skill that will help them get ahead.

In elementary school, the problem solving and critical thinking skills are essential to being a good learner in general. Looking at the bigger picture, students that have seen value in computer science are going to have a jump start on a VERY real world skill.

My only concern was whether other teachers would question the value of it. Not that it would have stopped me from doing it, but I didn't want to have the argument constantly either...but it didn't turn out to be an issue.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

I'm the technology specialist, and originally I just asked the principal if he was open to an after-school coding club. There is already an after school program so it wasn't as big of a deal to get that going.

They're cautiously enthusiastic

Somewhat confident

Somewhere in the middle

Not confident at all

I struggle, but I can figure it out

Somewhere in the middle

programs to run small robotic devices

Lego Mindstorms EV3

This teacher was retiring, and she wanted me to take over the robotics team at our school.

I started because I was interested in learning myself, and being able to apply my learning in a teaching setting.

personally valuable

Regularly (about 2-3 times a week)

Outside of regular school hours (e.g., after-school club)

I use (an) online resource(s)

I refer to official computing/coding documentation

I try and work it out myself

Understanding how the code works with different design elements for our robots. I have had to learn that one program cannot be expected to behave the same in differently designed robots. So much trial and error.

It is very exciting when kids start to make connections on their own, understanding coding and programming parameters and how it will affect what their robot does.

They seem to be better problem solvers in general, improved math skills, and higher levels of frustration tolerance!

It is a skill that will help them get ahead.

Everything we do throughout our day involves a computer (seen or unseen.). Students who know coding and computing will have a vastly different array of opportunities than students who have learned these processes.

I didn't feel confident myself. I felt like I needed an extensive background before I could do it.

They're ambivalent

Somewhere in the middle

Somewhere in the middle

Somewhere in the middle

I struggle, but I can figure it out

I struggle, but I can figure it out

I struggle, but I can figure it out

We have used the hour of code which creates various products, in addition to creating robots who can walk through mazes and sumo wrestle."""e have used th"

I hope they gain confidence to see that this is something they can do. It is not just for the smartest of the smart, it is something we can all be a part of.

Lego Mindstorms, Hour of Code.

I don't know, I haven't really been doing it long enough, but I would certainly give myself longer to learn rather than diving in.

C/C++/C# or Objective-C

Lego Mindstorms NXT

I sought it out on my own

I ama computer science professor.

I loved the power of making computers run programs based on what I wrote and chose CS in college as my major.

personally valuable

Regularly (about 2-3 times a week)

During regular school hours

Outside of regular school hours (e.g., after-school club)

longer than 90 minutes each time

I refer to official computing/coding documentation

I try and work it out myself

I have primarily been teaching coding to kids in robotics competitions. This presents challenges as the robots are not always 100% reliable and that makes it harder for them to understand if it is the code or the hardware. That causes frustration among the kids, which is a challenge.

They have learned to code mostly independently in both Lego and C and are making a strong team

They are becoming more logical thinkers

As important as the 'ABCs'

I am a computer scientist and I know how critical it is for future jobs!

I was paid to code for my job

This is service and outreach for me as a professor

I have no basis for knowing this

I have no basis for knowing this

robotics tournament code

learn the importance of coding and STEM for their future careers

Lego mindstorms and FLL and now botball

More reliable lego robotics hardware. Lego was the perfect start for the younger kids but the sensors are very unreliable.

Scratch (mit.scratch.edu)

It's fun, the students love it, it gets them thinking in ways they normally wouldn't. It's great to improve their problem solving skills.

Rarely (about 1-2 times a quarter)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I use a friend or colleague

I refer to official computing/coding documentation

I try and work it out myself

Time. I only see my students for 30 minutes a week and must teach several other subjects besides coding. If I had more time with my students I would spend much more time teaching coding.

I have had several students who struggle in school gain confidence in themselves with coding. A few of them even became the person that other students looked to for help with coding.

It is a skill that will help them get ahead.

It's a vital skill in our world. It helps with problem solving and critical thinking, which is important no matter your career. It will also give students a leg up in any competition science career.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

I began with the hour of code - she immediately saw the benefit.

They're cautiously enthusiastic

They're cautiously enthusiastic

Somewhat confident

Somewhat confident

Somewhat confident

Somewhere in the middle

Somewhere in the middle

Somewhat confident

Videogames, stories

Better problem solving and critical thinking skills, and an interest in computer science.

Scratch, code.org tutorials

More time - lots of it!

Scratch (mit.scratch.edu)

I sought it out on my own

I had heard of scratch and was interested in learning about it.

I wanted to teach students not just how to use a computer but how and why they work. Coding teaches kids to be logical thinkers as well as allowing them to be creative.

problem solving; creative

Rarely (about 1-2 times a quarter)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I use a friend or colleague

I try and work it out myself

scratch, hour of code

I have a hard time looking at the code and seeing why it isn't working.

That the kids really love it and some of the times they are faster at it then I am and they can help teach their peers.

It helps them to learn to think more analytically

It helps them to work though problems and it allows them to help each other. Plus they get to show off their successes.

I didn't know anything about coding and that I was trying to teach something that I was trying to learn the day before each lesson so to show it to them.

I am the computer teacher and I teach it during my computer time and I have a coding club that I do during my lunch with 6th graders. I didn't really ask him.

I have no basis for knowing this

They're ambivalent

They're ambivalent

Somewhere in the middle

Somewhere in the middle

Not confident at all

I struggle, but I can figure it out

I struggle, but I can figure it out

I struggle, but I can figure it out

They have created an animated art project with basic shapes, we have created a short game,

To learn to think logically and solve problems as well as collaborate with each other to come up with solutions.

Scratch and code.org. I am hoping to start using Khan Academy soon.

That I could debug problems better.

Scratch (mit.scratch.edu)

I sought it out on my own

I noticed the Hour of Code was a big deal around the world.

I saw how eager the students were to learn coding and how they enjoyed the challenge of completing the different levels in the Hour of Code programs.

Sometimes (about 1-2 times a month)

During regular school hours

5 - 30 minutes minutes

I try and work it out myself

I guess learning the language of Javascript to help my older students

That students are self motivated and work online at home and program and learn on their own.

They are more adept at figureing out a problem rather than asking the teacher for help. They can work it out on their own or in groups.

It helps them to learn to think more analytically

It help in their ability to problem solve and keep trying until they get it right. Life is full of problems to be solved and the students learn they can keep trying and not get the answer right away.

That I didn't know what I was doing. But when I don't know the answer I tell the students I don't know and we work it out together.

I coded occassionally

I have not spoken with my administrator about the topic.

I have no basis for knowing this

I have no basis for knowing this

Somewhat confident

Somewhat confident

Somewhere in the middle

Somewhat confident

Some will go on to have a career in coding.

Scratch, Tynker, Hour of Code activities, (Our school pays for an outside organization to do two afterschool programs - Scratch with motors for 3rd and 4th graders and robotics for 5th and 6th graders.)

I would like to have a set of Lego robots along with the program to run the robots.

I think we could have started earlier with the after school programs. We have had a really good turn out for those classes and could have made more of an impact years ago.

Scratch (mit.scratch.edu)

A teacher or instructor

No It was a collaboration meeting

I love the content and how it teaches students problem solving skills. It is fun and all students regardless of exposure to it love to do coding.

problem solving; student interest

Rarely (about 1-2 times a quarter)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I use a friend or colleague

Some students work faster than others. Having challenge activities to keep all students working and engaged.\I need more training myself to teach some of the intermediate and all of the advanced concepts of coding. I am working on that soon

Students that sometimes don't fully apply themselves to other lessons dive in and really work hard to code because they see it as a puzzle not school work. It is great to motivate all students. Also some students that struggle with other work excel in coding and it great for their self esteem.

They are more brave to try something that they see as a challenge. They co-teach each other more effectively.

It is a skill that will help them get ahead.

It teaches creative problem solving and it is a great skill that is needed in the work force. School may be the only exposure kids get to coding. It would be a disservice not to introduce them to coding and help them develop the skills it provides.

Just to learn something I didn't know very much about. Some students know more than me on a few things and I love to have them teach the class whenever they can.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

I showed her a curriculum map and she approved it.

Somewhere in the middle

Somewhere in the middle

I struggle, but I can figure it out

Not confident at all

Not confident at all

Not confident at all

Videogames, code.org puzzles (Star Wars, Angry Birds and Frozen) Lightbot

Exposure to something new that they will enjoy, and becoming better problem solvers.

Scratch, Code.org.\\Our A.L.L. classes at my school use the Lego Mindstorms and program robots for tournaments they are impressive.\\I teach computer specialty to K-6 grades and give them an intro and intermediate level instruction on coding.

Training courses for myself and access to other programs beyond what I have used to teach the students

I would use Scratch twice as much as I had used Code.org

A teacher or instructor

My students are interested in gaming

Rarely (about 1-2 times a quarter)

During regular school hours

I use (an) online resource(s)

My students don't read. If the project is text heavy, my students struggle

I have students who now think about how they could design a game.

I don't know enough.

It would be nice, but it's not a necessary skill

I think it is a way for me to engage students to think and plan. However, it is hard to find the time when there are so many competing expectations.

Would it be beyond my students capabilities

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

I didn't. Just did it

They're cautiously enthusiastic

They're ambivalent

They resist a little

They resist a little

I struggle, but I can figure it out

Somewhere in the middle

I struggle, but I can figure it out

I struggle, but I can figure it out

I struggle, but I can figure it out

I struggle, but I can figure it out

Not much beyond the hour of code. However, the students are working on it

I hope to engage them into being proactive in their learning experience.

Code. org/ minecraft.edu

more training. I learned basic but it was years and years ago. If I had more help with curriculum that was integrated and could be highly differentiated I would do it more.

I am taking classes in it this summer, so I will know more after.

I sought it out on my own

To teach the skill to my students

Sometimes (about 1-2 times a month)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

Helping multiple students at a time to understand

The kids get really excited about what they can accomplish and I can talk to them about the talent or aptitude they have for it and how that can become a career.

They feel more capable in computer class.

It is a skill that will help them get ahead.

It helps them problem solve and encourages them to pursue computer programming as a hobby or career.

That i wouldn't understand it well enough to teach it

i didn't need to. It was already being taught by many other teachers in my district

I have no basis for knowing this

Somewhat confident

Somewhere in the middle

I struggle, but I can figure it out

I struggle, but I can figure it out

Somewhere in the middle

Confidence in pursuing more coding

Scratch, Tynker, Code.org

More time to cover the topic

Start sooner and plan more time

Scratch (mit.scratch.edu)

I sought it out on my own

I find it interesting.

I wanted to show my students how coding could be fun.

Often (about once a week)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I use a friend or colleague

I refer to official computing/coding documentation

I try and work it out myself

I work around the problem and move on to something else

I get my students to help me figure it out.

Google, CS10kCommunity

Explaining in simple terms to students

When students solve a problem and you hear I figured it out!"""hen students solve"

Students seem to be interested in being in class.

It helps them to learn to think more analytically

I want my students to have problem solving skills. I want them to keep trying when something doesn't work.

I thought maybe I was too old to learn coding and teach it to students.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

I asked the principal through an email if I could offer an alternative class to Computer Tech (give the students choices).

They're cautiously enthusiastic

Somewhat confident

Somewhat confident

Somewhere in the middle

Somewhat confident

Somewhat confident

Somewhat confident

games, story-telling

I hope some will like coding and continue learning more. I hope all will learn to use logic.

Scratch, Code.org

I would've started earlier.

Scratch (mit.scratch.edu)

Code.org hour of code

I work for a technology based school.

Rarely (about 1-2 times a quarter)

During regular school hours

I use a friend or colleague

I try and work it out myself

I work around the problem and move on to something else

Friend, co-worker

I am 46 Years old, I come upon things I was not taught, or have not seen before. I learn as much as I teach. Sometimes I do not know where to go for answers.

The more I do, the easier it is. The problem solving skills are starting to become more of a second nature and students are not questioning their ability. It is wonderful!!! It also flows into other academic areas.

They are better problem solvers. Their confidence has increased

It helps them to learn to think more analytically

Coding helps students break things down into steps. This helps the students in their other work. They can break things down into one section at a time.

My background knowledge is so limited, I worried I wouldn't be able to assist my students.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

The administrators offered it as a suggestion, I decided to try it.

I have no basis for knowing this

They're cautiously enthusiastic

Somewhat confident

Somewhere in the middle

Not confident at all

I struggle, but I can figure it out

I struggle, but I can figure it out

Not confident at all

We have worked with code.org & scratch. Doing programming plugged & unplugged.

Ability to trouble shoot. Analytical thinking. Problem solving skills. Confidence!

Code.org\Scratch

More knowledge and understanding. Ideas of when and where to utilize coding with other core subjects.

Start with more background knowledge and resources to refer students to.

Scratch (mit.scratch.edu)

I sought it out on my own

I was working as a Computer Operator and some of the programs needed to be fixed or enhanced so I taught myself to program.

I feel that it teaches so many skills that are useful to students even if they don't love" computer science. Learning to decompose problems

create alogorithms

and iterate to make something better are applicable across the curriculum."" feel that it teaches so many skills that are useful to students even if they don't "love" computer science. Learning to decompose problems

create alogorithms

debug""feel that it teaches so many skills that are useful to students even if they don'"

Often (about once a week)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I use a friend or colleague

I refer to official computing/coding documentation

I try and work it out myself

Google Communities and Twitter mostly.

Lack of time, differentiating for students who are advanced, lack of funds to purchase robots, arduinos, WeDo, etc.

My students are very engaged and their problem solving skills get better all the time. For the most part, students ask when they can do coding. I teach coding for 1/4-1/2 of the year and students will ask from year to year when we are going to start coding.

Increased willingness to try things multiple times if they don't succeed the first time. Better ability to break down a problem into smaller pieces rather than looking at something as a whole.

As important as the 'ABCs'

Just as all students learn math and science and don't necessarily become mathematicians of scientists, I believe it is important that all students learn what computer science is and how to solve problems using programming. It opens up new possibilities to students. Most will probably not pursue it as a career but they will at least know what it is and not think it is something they couldn't possibly do.

I was paid to code for my job

My administrator is great and I just told her that I thought it would be a good idea to bring thing into what I was teaching during computer classes and she was fine with it.

They're ambivalent

Somewhat confident

Somewhat confident

Somewhat confident

A teacher or instructor

I just receive USOE credit (professional development hours). Not pursuing a degree or certification

To expand the curriculum options and expose kids to programming.

Sometimes (about 1-2 times a month)

During regular school hours

I use (an) online resource(s)

I try and work it out myself

Having enough time with all the other curriculum requirements

Sparked enthusiasm - MANY student go home and continue working on lessons/project. One student has shared some robotics programming he has pursuedon his own at home.

Willing to try to work through problems and persevere until they succeed

It is a skill that will help them get ahead.

It is a skill that is becoming more and more important in the world we live in today. I definitely think it is more valuable than language immersion programs and all students should be exposed to the concepts.

Worried I didn't know enough to help students succeed. Took a one day workshop - now I'd like to learn more

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

Proposed Hour of Code" activities and then used coding lessons for "flex" time""roposed "Hour of Code" activities and then used coding lessons for "f""oposed "Hour of Code" activities and then used coding lesson""posed "Hour of Code" activities and then used coding""osed "Hour of Code" activities and then used ""sed "Hour of Code" activities and then ""ed "Hour of Code" activities and t""d "Hour of Code" activities an"" "Hour of Code" activities """Hour of Code" activities""Hour of Code" activities""our of Code"

They're cautiously enthusiastic

They're cautiously enthusiastic

Somewhere in the middle

Somewhere in the middle

Somewhere in the middle

I struggle, but I can figure it out

Not confident at all

Not confident at all

Just code lessons from CODE.org and other similar pre-constructed lessons

Spark an interest and gain confidence. I'd like to be able to have more time to teach more advanced programming - especially html and java script

Code.org, tynker, codecombat, lightbot, botlogic, bitsbox, & a tiny bit of Scratch

TIME. I'd also like some of the programming games" for kids to advance to actual coding languages and open ended oportunities to be creative. I also wish I had more accessible opportunities to learn more coding myself so I could feel confident in presenting options to students.""IME. I'd also like some of the programming "games" for kids to advance to actual coding languages and open ended oportunities to be creative. I also wish I had more accessible opportunities to learn more coding myself so I could feel ""ME. I'd also like some of the programming "games" for kids to advance to actual coding languages and open ended oportunities to be creative. I also wish I had more accessible opportunities t""E. I'd also like some of the programming "games" for kids to advance to actual coding languages and open ended oportunities to be creative. I also "". I'd also like some of the programming "games" for kids to advance to actual coding languages and open e"" I'd also like some of the programming "games" for kids to advan""I'd also like some of th"

I would have jumped in sooner!

Lego Mindstorms NXT

A teacher or instructor

It was a new initiative in our school district. As the technology instructional coach for my elementary school, I was asked to learn coding and then teach it.

Often (about once a week)

During regular school hours

I use (an) online resource(s)

I use a friend or colleague

I try and work it out myself

Code.org, Scratch, KhanAcademy

There are not enough teacher friendly lesson plans or Unplugged options. Time to learn the curriculum, money for programmable robots and other Coding/STEM activities is also a challenge.

Students love learning to code. It helps that blockly is so easy to use. I love how much the students are learning to persevere until they find a solution to their problems. The problem solving and sequencing I see is pretty amazing too. I really love that students are learning how to think through difficult problems and use higher level words, such as algorithm, sequence, command, debug, loop, event, etc.

I have noticed that they are able to find mistakes in programs and help each other. I have noticed that they have learned more of the specific language of coding. Students are more able to think through problems sequentially and persist until they find a solution.

It is a skill that will help them get ahead.

I feel that coding is a skill that every student will need to have to get a job in our ever changing world. I also think that coding teaches students how to think and can help them in every subject in school. I think in the future, every job will require coding or a knowledge of computational thinking.

I was most concerned about teaching such young children how to code. I was also concerned about what the teachers would think about their students learning to code.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

An administrator's

They're cautiously enthusiastic

They're ambivalent

Somewhat confident

Somewhat confident

Somewhere in the middle

I struggle, but I can figure it out

Not confident at all

I hope that my students learn how to think through difficult problems and persevere until they find a solution. I also hope that my student learn to not be afraid to make mistakes and to ask for help if they need it.

Code.org, Lightbot, Kodable, Spheros, Lego Mindstorms

Time to learn more coding for myself. I would also like to learn more about the history of coding and the pioneers or champions in coding. I would like to have more resources available such as coding curriculum for elementary students, lesson plans and unplugged activities. I think it would also be great if there were grants awarded to teachers, schools or districts who are embracing coding and teaching it to their students.

I would begin with more Unplugged activities to teach students the language of code. I would not add online sources, with the exception of Hour of Code, until 1st grade. I would not have students do Course 1 in code.org until end of first grade, beginning of second. I would use Scratch junior or Kodable in 1st grade as a starting point for kids.

Lego Mindstorms EV3

Lego Mindstorms NXT

Scratch (mit.scratch.edu)

A teacher or instructor

It wasn't required but I did need a class for license renewal and lane change.

As a computer teacher I wanted my students to be well rounded and not only learn keyboarding and how to play games and activities others have created but how to create their own programs.

Often (about once a week)

During regular school hours

Outside of regular school hours (e.g., after-school club)

5 - 30 minutes minutes

I use (an) online resource(s)

I refer to official computing/coding documentation

I work around the problem and move on to something else

Lego League and their robotics training course sponsored by Google, Code.org

Keeping my Lego League on task. Teaching them programming when I'm just learning it myself. In my school classes it isn't as hard because Scratch and Code.org walk the kids through it step by step.

The students have loved learning coding and it encourages higher level thinking while they are completely engaged. It can build confidence. I've seen shy students become rock stars of the class as they show their projects.

It has given them more confidence and more enthusiasm about using computers. I began teaching coding my first year so I can't compare to not teaching coding.

It is a skill that will help them get ahead.

There are many reasons. In the last question I could only choose one but it does help them think analytically and help them get ahead. They will feel more confidence to take a computer class or join a tech club if they have a basic understanding at a young age. This will help them throughout their lives because computer skills are only becoming more essential everyday.

I felt a little unqualified but I took a Scratch class and spent time doing the Hour of Code and realized basic programming is something anyone can learn.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

I didn't need to because our district encourages us and our principal is very happy I coach a Lego League. He has five Coding Classes being taught at our school now by Utah State teachers who come after school.

They're cautiously enthusiastic

Somewhat confident

Somewhat confident

I struggle, but I can figure it out

Somewhere in the middle

Somewhere in the middle

Somewhere in the middle

I can only devote 2-3 class periods in a year to coding so we do Code.org, Scratch and Abcyaanimation. But many kids go home and take off with Scratch creating amazing games and videos. Some kids also code if their is ever any free time so they end up getting more time.

The confidence that comes from doing something difficult and solving problems to create something they can be proud of. A concept of how computers do what they do instead of just playing games on them. A desire to further their knowledge in computer science - especially girls or shy students who might not have realized they can code.

Mindstorms, Abcya animation. code.org

One EV3 for every two students in my Lego League Team. More class time for coding.

I still want to get better at Mindstorms so I feel I'm teaching the students and can answer all questions. I'd also like to know more about higher end of Scratch. But I'd probably teach about the same because I just jumped in and it we had a great time learning together.

Scratch (mit.scratch.edu)

UCET conference presenter

he was a presenter at the UCET conference, later instructor for a code.org professional development class

I believe it to be an important part of a student's education - the programming, yet, but also the critical thinking skills and problem solving skills that come with it as well. I also thought that by targeting instruction toward the girls in my school would benefit one of our school's trustlands goal of closing the gap on our school's science scores between the boys and girls.

Often (about once a week)

Outside of regular school hours (e.g., after-school club)

I use (an) online resource(s)

I try and work it out myself

code.org\scratch.mit.edu

At first, our after-school code club" was focused on girls

and it was difficult to recruit girls to sign up.""t first

our after-school "code club" was focused on girls

and it was difficult t"" first

our after-school "code club" was focused on gir""first

our after-school "code""irst"

Student motivation is very high - students go home and work on progressing in their code.org course. They enjoy working on unplugged" situations as well as the puzzles on websites.""tudent motivation is very high - students go home and wor"

Persistence at problem solving has increased - students are better able to work out problems they are having on their own, they don't ask for my help as much.

It is a skill that will help them get ahead.

It's going to be an integral part of their future - it's important that students have at least some knowledge of this skill because that's where our present and future lay. Even if students don't go into a strictly computer programming field, they not only have the problem solving and analytical skills to put toward their chosen field, but they also will be more marketable in their chosen field because they have programming in their background. It's as important as having a basic knowledge of science, history, and math - it's important to understand how the world around them works.

I don't have a background in computer programming - many days, students demonstrate that they know more about it than me. I've finally decided that it's okay that I don't know everything. It's a good example to students to see that I'm learning along with them as an adult.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

I told my principal about the session I had attended at the UCET conference, and wanted to try an after-school code club for girls at our school the next year. Interest was high among the boys as well - and so we expanded our second session to include boys. She was very supportive of this idea and thought it would benefit the students a great deal.

I have no basis for knowing this

Somewhere in the middle

Somewhat confident

Somewhere in the middle

I struggle, but I can figure it out

I struggle, but I can figure it out

Somewhere in the middle

Scratch (mit.scratch.edu)

A teacher or instructor

It become part of college career awareness class

Rarely (about 1-2 times a quarter)

During regular school hours

I use a friend or colleague

I try and work it out myself

Understanding why somethings don't work when they look right.

The kids find easier then the thought coding would be.

A lot of them have coded before my class.

It helps them to learn to think more analytically

Helps in problem solving. Also to realize there is more then one way to solve something and get the same result. You must follow steps to get to the end result you want.

That I can't help the kids find there problems in code to get the end result they want.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

An administrator's

They're cautiously enthusiastic

I have no basis for knowing this

They're cautiously enthusiastic

I have no basis for knowing this

Somewhere in the middle

I struggle, but I can figure it out

Not confident at all

I struggle, but I can figure it out

Not confident at all

Not confident at all

That all student can code. You don't have to be super smart.

Scratch, code.org

I wish I could have had a class on scratch and how to find problems.

I sought it out on my own

It's fun and kids need the skills

important skill; student interest

Sometimes (about 1-2 times a month)

During regular school hours

I use (an) online resource(s)

Kids see how easy it is

It is a skill that will help them get ahead.

Jobs are heading this way. Nowadays everyone needs to talk to a programmer

I had a degree/certification that required coding OR I coded as a hobby

I created a class goal.

I struggle, but I can figure it out

I struggle, but I can figure it out

Somewhat confident

I struggle, but I can figure it out

I struggle, but I can figure it out

I struggle, but I can figure it out

Scratch (mit.scratch.edu)

I sought it out on my own

Code.org has great activities that help students to think through the basics (and on up) of computer language. Kids are wanting to create games, apps, etc. I wanted to enrich the overall computer experience for my students. I wanted to find talents that could be developed.

Students need to have a broader understanding of computers--not just a knowledge of how to use applications. Students want to understand how and why a computer works. This is a great launching point into understand all academic topics.

Sometimes (about 1-2 times a month)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I use a friend or colleague

I refer to official computing/coding documentation

I try and work it out myself

I work around the problem and move on to something else

I ask students for help!

YouTube!!! I also ask chat areas where college students help me!

I have many people who help me--some are BYU college students who are studying in the field. (I have college students in my family)

My lack of training and knowledge!!!

Students love it! They are willing and able to spend hours learning to code.

They are better problem solvers in computers overall--why can't I login? how do I create folders? How do i???

It is a skill that will help them get ahead.

Confidence and broader base of knowledge. It would help them in all subject areas!

My lack of knowledge and abilities to help students

I just taught it--my administrator gives me full range to choose what to teach according to the standards.

They're ambivalent

They're ambivalent

I struggle, but I can figure it out

I struggle, but I can figure it out

I struggle, but I can figure it out

Not confident at all

Not confident at all

Not confident at all

Some have creates little books, slides and games in Scratch.

I hope they learn to what MORE. I am limited in what I can teach, but they can search out ways to advance.

Scratch and code.org

More resources or programs written to simplify teaching coding to the younger grades. I also which there were additional classes outside the classroom (after school) to advance their skills.

If I could, I would love to know how to code well myself.

Scratch (mit.scratch.edu)

I sought it out on my own

I needed to take a class for relicensing

Part of the College and Career Awareness curriculum

Sometimes (about 1-2 times a month)

During regular school hours

I try and work it out myself

I'm not proficient in it.

When the students want to go further into it.

It is a skill that will help them get ahead.

That is where the world and jobs are going. Students need to be prepared for the future.

Not knowing that much about it.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

They're cautiously enthusiastic

I have no basis for knowing this

I have no basis for knowing this

I have no basis for knowing this

Somewhere in the middle

Somewhere in the middle

Not confident at all

Not confident at all

I struggle, but I can figure it out

Not confident at all

Time to take the classes necessary to better understand it.

Scratch (mit.scratch.edu)

A teacher or instructor

No, it was high school computer programming. I then took a class in MAX/MSP (GUI OO music programming) during my PhD coursework in music education.

I wanted to explore the nexus of computer programming and media arts.

personally valuable

All the time (it's what I spend most of my time doing)

During regular school hours

I use (an) online resource(s)

I refer to official computing/coding documentation

I try and work it out myself

I analyze code from a similar program

Any resource I can find. I use power searching techniques to find whatever is needed for a given problem.

Developing a curriculum that's not just code.org puzzles (which have very little creativity). It took a lot of time; however, I have now worked through this challenge.

Using comments within project examples has allowed for a variety of co-occurring projects in any given class. Some example projects I've created or remixed that contain comments: https://scratch.mit.edu/studios/1481600/ A playlist of what the class looks like: https://www.youtube.com/playlist?list=PL7dVsD-fLcAMDlxj57G5Vk5REDfsENWiL

They are very excited with coding. Many of them go home and work on their projects (which I don't require because some don't have access to computers at home).

It helps them to learn to think more analytically

I believe it's helpful for analytical thinking; however, there are many other ways people can learn analytical thinking. I also don't subscribe to any form of literacy as being more important than others. Saying it is a skill that will help them get ahead" leads me to ask "ahead of what?" If you want to become a computer programmer

or work with others who do programming

it might help you "get ahead" of those who don't have that experience. If you want to do computer programming in your leisure

it is helpful to know. What axiological assumption does the statement "as important as the 'ABCs' have?"" believe it's helpful for analytical thinking; however

there are many other ways people can learn analytical thinking. I also don't subscribe to any form of literacy as being more important than others. Saying "it is a skill that will help them get ahead" leads me to ask "ahead of what?" If you want to become a computer programmer

or work with others who do programming

it might help you "get ahead""believe it's helpful for analytical thinking; however

there are many other ways people can learn analytical thinking. I also don't subscribe to any form of literacy as being more important than others"

I was afraid the district was going to require us to stick with code.org puzzles and we weren't going to actually create media art projects through coding. For me, code.org teaches coding as discrete skills/tasks devoid of application. Because all of my degrees are in music education, I want the kids I work with to actually create something meaningful to them and is situated in real world coding practices.

I coded occassionally

I proposed it during my interview and found out they were piloting an all coding program instead of teaching Powerpoint and Word in their technology classes.

I have no basis for knowing this

They're cautiously enthusiastic

Scratch (mit.scratch.edu)

I sought it out on my own

New type of learning environment and thinking base.

I was offered a position to help students grow their higher level thinking.

teaches thinking skills

All the time (it's what I spend most of my time doing)

During regular school hours

I use a friend or colleague

I refer to official computing/coding documentation

I try and work it out myself

Acceptance of the practices by my administration.

900 + students now can write preliminary and basic coding structures in Scratch. They are no excited to b learning it and they seek it out.

Behavioral issues. Once they see the idea and they have sat down to work, the issues become irrelevant.

It is a skill that will help them get ahead.

This generation needs to know how logical thinking and IT skills work as this is where everything is headed.

Buy in from all parties.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

Observed success in the field. Push to use this free curriculum. .

They're ambivalent

They're ambivalent

Somewhat confident

Somewhat confident

Somewhere in the middle

Somewhat confident

Somewhat confident

Interactive games via scratch. Music applications.

The ability to think outside the box and move these skills to an applicable job.

Scratch, code.org

More training. Acceptance form admin on ideas.

I would have pre set standards and a pacing guide. I did not have that to start.

Scratch (mit.scratch.edu)

Various block-based: StarLogoNova, Hopscotch, Tinker, Macrolab

Various block-based: StarLogoNova, Hopscotch, Tinker, Macrolab

I sought it out on my own

I was a 7th grader in 1982. My math teacher received two computers which sat in the back of her room. She didn't teach us, but we could figure them out if we finished our math work. It was an incentive once my math was done, and I was hooked.

In my first teaching position, we wanted to make web pages, so I worked with a group of students and we taught each other HTML. I'm not a math or science teacher, but I've had kids with specific projects or interests, and we would learn together. I hadn't taught it formally in a class until a couple years ago.

Regularly (about 2-3 times a week)

During regular school hours

Outside of regular school hours (e.g., after-school club)

I use (an) online resource(s)

I use a friend or colleague

I refer to official computing/coding documentation

I try and work it out myself

I work around the problem and move on to something else

Ask a student who might have already done it

I generally Google for it, go to the community" associated with the language

and sent out a call for help on Twitter"" generally Google for it

go to the "community" associated with the language

an""generally Google for it

go to the "communi""enerall"

Twitter friend - I don't have many colleagues who get" coding""witter frie"

The attitude that it's not important. It's good enough for kids to use a computer; knowing how it works or really controlling it isn't important.\Thinking it's only for boys or only for nerds.

We've done Hour of Code monthly for three years, and we have a lot of support from our parent community. This has helped build support for formal courses and integrating it into the science curriculum K-8.

More girls are showing interest.\Less it's for nerds" from boys.""ore girls are showing inte"

As important as the 'ABCs'

My kids will use computers and related technologies daily for the rest of their lives. They should know how they work and how to get them to do what they want, how they want. Skills like word processing and making a slideshow are important, but to actually create something innovative, kids need to understand computer science.

Fear that kids would become hackers (yes, I was concerned a few times, too, not just my administrators)\Tech dept resistance to kids learning programming\What would we have to give up to find the time?

I coded occassionally

I just did it and shared how it turned out :-)

They resist a little

They're cautiously enthusiastic

Somewhat confident

Somewhat confident

Somewhat confident

Somewhat confident

Somewhat confident

Android Apps - MIT App Inventor\Virus simulations - StarLogo Nova\3d printed objects - BlockScad and Tinkercad\Independent projects - Scratch animations of digestive system and how a virus is transmitted, automated light show for holiday lights

All the different learning levels and the rise of computer programing

Started with code.org

All the time (it's what I spend most of my time doing)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I use a friend or colleague

I refer to official computing/coding documentation

I try and work it out myself

I work around the problem and move on to something else

google the puzzle or they have solutions for coding

colleague! we meet once a week and discuss coding

I have been challenged with the function blocks on coding

problem solving is huge in coding

They are not easily discouraged

It helps them to learn to think more analytically

its a great way for students to learn to follow steps and directions. trouble solving at a early age helps in other subjects

i never coded so it was new to me too! teaching and staying ahead of the kids and being effective.

An administrator's

They're cautiously enthusiastic

They're cautiously enthusiastic

They're cautiously enthusiastic

They're ambivalent

Somewhat confident

Somewhat confident

Somewhat confident

I struggle, but I can figure it out

Somewhere in the middle

Somewhere in the middle

they have done tuitorials in scratch and put together projects using movement and animations

I hope they can make applications and get excited about it.

scratch jr. code. knet

maybe more resources

Scratch (mit.scratch.edu)

They want students at the entire AESD district to practice 21st century skills and be ahead of other students in the field of computer science - a head start.

It was required as a new initiative by my superintendent.

All the time (it's what I spend most of my time doing)

During regular school hours

Outside of regular school hours (e.g., after-school club)

5 - 30 minutes minutes

I use (an) online resource(s)

I use a friend or colleague

I try and work it out myself

The online solutions on code.org if I'm using the Code.org website. Other student solutions and video tutorials from Khanacademy.org when students are on Javascript.

None. They're answers and video tutorials form code.org and Javascript. I ask my colleagues who also teach code if I cannot find the answer.

Teaching students who are labeled SPED or are very slow learnings as they need extra repetitive practice and there is not a variety of the same type of puzzles or assignments for students to practice more skills of the same type. Also, teaching students who are ELL because the video tutorials are only in English and do not have captions for them. The main problem for me as a teacher is not knowing the solution to more advanced coding problems.

Most students have improved their coding and critical thinking skills. Also, many students also practice language and social skills as they help each other out and need to communicate and help each other. Many students who were once considered an outcast are now looked up to by their peers because of the communication and help the supposedly outcast" students can give their classmates. I have the top students become classroom tutors/helpers and that is how many "outcast" students start building positive relationships with other students in the classroom setting. Many students also learn their angles and cardinal directions.""ost students have improved their coding and critical thinking skills. Also

many students also practice language and social skills as they help each other out and need to communicate and help each other. Many students who were once considered an outcast are now looked up to by their pee"

They are more confident about themselves and their communication, critical thinking skills, and patience have improved.

It is a skill that will help them get ahead.

Not many students this age know how to code and they are getting a head start in it. Most importantly, many students who never knew this career field existed are now wanting to become computer programmers when they grow up.

I was very intimidated, nervous, and scared since I had no idea what coding was.

An administrator's

They're cautiously enthusiastic

They're cautiously enthusiastic

Somewhat confident

I struggle, but I can figure it out

Not confident at all

Not confident at all

I struggle, but I can figure it out

I struggle, but I can figure it out

Very basic animations on Scratch.mit.edu and extremely basic beginning animations on Khanacademy.org

Understand a general understanding of how things created through code, some becoming computer programmers, and it would be awesome if I can learn how to teach them to build apps since all students want to learn how to create apps and video games and/or websites (mostly apps), but I don't know how to teach that.

Code.org, Scratch, Khan Academy for Javascript, CS-first.com for my after school code club.

Have professional development modeling how to teach lessons on code, and specifically having the solutions. It really scares me and gets me nervous when I don't have the solutions, especially to open-ended projects. I don't have the time to do it on my own which is why required professional development on a regular basis throughout the year is very important to me.

Scratch (mit.scratch.edu)

I sought it out on my own

I think our kids need to know how to code for a couple of reasons. One is it's great for problem solving. Another it that there are so many careers that will use coding and learning it now will open doors for my students int he future.

At first it was to show them how fun coding can be, but now it is so they can have a jump start on their future. These students will always be surrounded by technology and understanding it will be a benefit to them.

Sometimes (about 1-2 times a month)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I try and work it out myself

code.org, scratch.mit, lightbot and tynker

Some students have a hard time grasping the concept. I usually can find a level that fits them better though.

I have had a lot of students go home and finish the whole game." I also have had a few go home and sign up for more areas of code like javascript in Khan academy. They are pretty talented at it."" have had a lot of students go home and finish the whole "game." I also have had a few go home and sign up for more areas of code like j""have had a lot of students go home and finish the whole "game." I also have ha""ave had a lot of stud"

The students that take off with it are so happy to have something they are good at. They love being able to show off their knowledge to their fellow students. This is a bonus for those who might not otherwise get noticed.

It is a skill that will help them get ahead.

They learn how to problem solve and think through a whole situation. They need to understand how the computer works because they will be surrounded by technology from here out. With an early understanding of code they can really excel as they move into careers.

I didn't really have any.

I didn't propose it I just did it. He was thrilled when he found out I was teaching it.

Somewhat confident

Somewhere in the middle

Somewhere in the middle

Somewhat confident

Somewhat confident

A few have said that they've made video games.

I hope they will feel successful in learning something new and different from their daily subjects. i also hope they will find ways to look at problems differently to solve them.

Scratch, Code.org, Tynker, Lightbot, Khan Academy

More information for myself about the different languages and which one I should focus on the most with my students.

I think I lucked out and started right by using code.org- Hour of Code. I'd do that again.

Lego Mindstorms EV3

I sought it out on my own

We are a stem school and wanted more opportunities for students. We also would like to spark an interest in technology related careers with our students.

It's a basic skill most people need to be aware of. Also, to provide more opportunities for our advance elementary students.

Rarely (about 1-2 times a quarter)

During regular school hours

Outside of regular school hours (e.g., after-school club)

5 - 30 minutes minutes

I use (an) online resource(s)

I use a friend or colleague

code.org other web sites

occasional technology issues with internet or device

students really enjoy it

they have a greater awareness of games and programs that they use

It helps them to learn to think more analytically

I have often told students to program their brain like they write code. Sometimes it helps students to look at problems in a different way.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

Just asked if it was Ok for us to try the hour of code.

They're cautiously enthusiastic

They're cautiously enthusiastic

Somewhat confident

Somewhat confident

Somewhere in the middle

I struggle, but I can figure it out

I struggle, but I can figure it out

I struggle, but I can figure it out

Internet connected small devices- makey makey board, arduino baords

An understanding of coding to spark interest in career pathways.

Tynker, code.org, lego, EiE

knowledge on how to do it better

Scratch (mit.scratch.edu)

A teacher or instructor

There was a teaching position available at a school in our district. I was a regular classroom teacher and also had been a librarian/ media specialist.

All the time (it's what I spend most of my time doing)

During regular school hours

I use a friend or colleague

I try and work it out myself

teacher at another school

Keeping all students focused. This is not usually a problem, because students love using computers. Also when the internet goes down that is an issue.

Students really enjoyed moving into Scratch, using their skills that they have learned Code.org to transfer this knowledge into new activities on Scratch.

Some students are more advanced than others, as well as more motivated.

It is a skill that will help them get ahead.

This will help expose the students to future goals and possible jobs.

I am learning as we go also, I am not a technology expert.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

An administrator's

They're cautiously enthusiastic

Somewhat confident

Somewhere in the middle

Somewhere in the middle

I struggle, but I can figure it out

Somewhere in the middle

Somewhere in the middle

Students have made many projects on Scratch.

Have a background in coding and prepare for the future.

Scratch and Code.org

I wish I had new headphones and mice for my computer.s

I would have more structure at the beginning, then loosen up as students gained more skills.

A teacher or instructor

I took a course during the summer and thought that the kids would like it.

Rarely (about 1-2 times a quarter)

During regular school hours

5 - 30 minutes minutes

I try and work it out myself

Myself I don't really enjoy coding. So it is hard to teach something that you don't enjoy.

There are alot of kids that have excelled in it. Some that like me find it over whelming and really don't enjoy it. The kids that do are very good at it.

No really other than some kids have gotten a love for it.

It would be nice, but it's not a necessary skill

I don't think that it is a necessary skill. I do feel like maybe everyone should have a little introduction to it. Only because then they will know what coders really have to go through to code. I admire them coders for doing it . It is to tedious for me.

That I struggle with it. So I really don't think that once the kids get past a certain point. That I am not much help to them because I really don't enjoy it.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

I didn't. Just took the class in the summer and had a few teachers inquire about it. So I decided to teach it. Classes only 3rd through 6th.

They resist a little

I have no basis for knowing this

I have no basis for knowing this

I have no basis for knowing this

Somewhere in the middle

Somewhere in the middle

Not confident at all

Not confident at all

I struggle, but I can figure it out

I struggle, but I can figure it out

None that I am aware of.

A love for coding. Especially the girls. Would be a great career for any.

Maybe the liking for it better. I really don't enjoy it myself. That alone makes it hard to teach.

Probably nothing I feel like I have the basic skills to teach it.

Scratch (mit.scratch.edu)

Because he wanted to introduce a Gaming class at our school. We started Gamemaker and then also added Scratch.

Because the administrator wanted to introduce a Gaming class at our school. We started Gamemaker and then also added Scratch.

Regularly (about 2-3 times a week)

During regular school hours

I use (an) online resource(s)

I refer to official computing/coding documentation

I try and work it out myself

I work around the problem and move on to something else

scratch.mit. youtube or websearch for the answers.

Still trying to learn how to teach coding effectively for students to excel.

Students have won game design competitions and most students pick it up really fast. Some students I use as teacher assistants as they really excel in the programs.

They have a lot fun doing it and seem to like working together as a team. Students also troubleshoot their own problems or other student problems in their coding.

It is a skill that will help them get ahead.

I think not everyone will love to code, but once they do it, they see how much fun it is. It is one skill that will help them get ahead. Eventually it will be as important as the ABC's.

Because I have no background in any computer programming. Its hard to teach a subject when you dont know it yourself.

An administrator's

They're ambivalent

They're cautiously enthusiastic

I struggle, but I can figure it out

Somewhere in the middle

I struggle, but I can figure it out

I struggle, but I can figure it out

Somewhere in the middle

Somewhere in the middle

videogames and apps for mobile devices.

That they understand the engineering process and can problem solve anything.

Scratch, Gamemaker, Code Combat, Codeacademy

I wish I knew a lot more about coding or a better background in computer programming. BYU should offer a class for teachers to gain valuable information on computer programming.

Take computer science and go into computer programming so I could make quadruple of what teachers make. Kidding.\Take more computer programming classes.

Lego Mindstorms NXT

Scratch (mit.scratch.edu)

html/css; khan academy computing

html/css; khan academy computing

I sought it out on my own

In the back of my mind, I thought it would be interesting to make an App one day. I stumbled upon programming in Khan Academy and fell in love. I completed the Java Script drawing and animation course, then taught myself HTML/CSS and started creating games in Scratch. I looked for other resources and started JS on Code Academy.org.

Because I really liked it and saw the value of what I was learning, I wanted my students to do the same. The first group of students loved it and learned a ton.

Often (about once a week)

During regular school hours

Outside of regular school hours (e.g., after-school club)

I use (an) online resource(s)

I try and work it out myself

Khan Academy, Code.org, Code Academy, Code Pen, Scratch, Touch Develop

Students not understanding what the big idea is so they don't know how to solve their coding mistakes. Students losing interest in their program after running into a problem they can't fix. Some students who are not really interested in coding just do it to get the assignment done. Students' self-efficacy is low when using computers so they don't give as much effort.

Students understand and get the big picture of how a webpage works so they can fix their mistakes. Students get really excited when they figure out how to solve a challenge and then their creative juices begin to flow and they get cool ideas of games they can make and eventually succeed in creating them.

Students come to class eager to learn and be creative. They talk to their parents about what they are creating in class. They want to learn more than what is being taught to the whole class, so they either ask for further challenges or look online for more resources

As important as the 'ABCs'

When students learn that coding can be useful in life, they get motivated to do better. Coding helps students think through challenges, it helps them plan ahead, it helps them solve problems, it helps them learn to think, it helps them be precise and pay attention to detail, and it helps them be more creative. Coding can open a world of imagination and creativity in students if they have the right tools. Coding is how we function now a days, it should be apart of every kid's life as well as adult.

What do I teach them? I was also worried that I wouldn't know enough since I had to teach myself, or that I wouldn't be teaching them the right stuff.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

I didn't tell them. I just started. Coding fell into our very vague state standards so I began to just do it. However, when I found out I could teach a specific course, Exploring Computer Science" I asked the admin to add it to the course options

they agreed that it would be good and made it happen."" didn't tell them. I just started. Coding fell into our very vague state standards so I began to just do it. However

They're cautiously enthusiastic

Somewhat confident

Somewhat confident

Somewhere in the middle

I struggle, but I can figure it out

I struggle, but I can figure it out

Somewhat confident

computer games, web apps, website portfolios

To learn how to problem solve, express creativity, create something that brings joy or solves a problem for someone else.

Scratch, Lego Mindstorms, Codeacademy.org, Khan Academy Computing, Codepen.com, Adobe Dreamweaver, Code First (google), Touch Develop, W3 Schools

Wonder Loop Programming

Wonder Loop Programming

I sought it out on my own

I had watched some videos on Facebook and thought my students would lve it.

My class is going to live in a world that they are going to need it.

Regularly (about 2-3 times a week)

During regular school hours

Outside of regular school hours (e.g., after-school club)

I try and work it out myself

Sometimes I don't have a clue how to help them. The students don't have enough math understanding to know what to do.

The kids are getting it and they love programming.

They like to work things out for themselves if they can.

It is a skill that will help them get ahead.

This is the future!

I don't have training or know how to really do it myself!

I teach at a technology school. I had found Code.org and my admin did right after I did. He requested that we teach it and this year it's required.

They're cautiously enthusiastic

Somewhere in the middle

Somewhat confident

Somewhat confident

I struggle, but I can figure it out

Somewhere in the middle

Somewhere in the middle

Code Dash and Dot robots to perform shows, simple games,

They won't be afraid to try

Code.org Wonder App Blockly App

That I had a training to learn what I need to teach them. I have had a Code.org class and it helped greatly

Not a lot. When I make my kids figure it out, they learn as much if not more than I do.

Scratch (mit.scratch.edu)

I sought it out on my own

Students asked (mostly 5th & 6th graders). They wanted to learn how to make their own websites and apps

I found the Hour of Code website. It did everything for me and made learning fun.

Rarely (about 1-2 times a quarter)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I google it when I'm stumped

None that I can think of

Some kids catch on quick and they help teach the others. Kids are doing it at home and coming back to school excited about it.

I have several that have shown an interest in pursing programming and coding.

It helps them to learn to think more analytically

I like the Hour of Code website because it taught them problem solving and how to stick with a problem until they could resolve it. I hope this pattern of problem solving and perseverance will continue over to other parts of their life including school work.

That I wouldn't know how to answer their questions because it was new to me too.

I did not have to propose to administrators. I am able to plan most of my own lesson plans without approval.

I have no basis for knowing this

They resist a little

I have no basis for knowing this

I struggle, but I can figure it out

Somewhere in the middle

Not confident at all

I struggle, but I can figure it out

Not confident at all

Not confident at all

I just hope they get excited to look into the possibilities of a career in computer science and building something of their own.

Scratch, Tynker, Hour of Code,

I don't know - the websites I've been using are great.

I would probably teach myself better first.

Scratch (mit.scratch.edu)

Parent who introduced coding to me taught a coding club class after school last year. When she found out that I would be the computer teacher, she gave me the sign up website for the code.org course, which I took last summer. Learning code.org naturally lead to finding out about Scratch and Python. I ordered instructional books on these two languages and am currently taking a course on Scratch.

Being a new computer teacher, I took the code.org course as a starting point for my curriculum. It was a good beginning. It seems to be the correct direction, because there is a big push in our district to put coding in our computer curriculum.

Rarely (about 1-2 times a quarter)

During regular school hours

I use (an) online resource(s)

I refer to official computing/coding documentation

I try and work it out myself

Time. Not enough of it. Also, teachers like physical products (slide shows, brochures, etc) because it is something to show parents. Code.org doesn't have a physical product. I plan to implement Scratch next year, because it produces a product that can be displayed to parents.

The students are learning that coding is a process of sequential steps to reach an end goal. We relate that algorithmic process and coding vocabulary to other areas of their lives.

They have become more comfortable in making mistakes, that it is a natural step in thinking and creation.

It helps them to learn to think more analytically

Coding develops deductive thinking skills, as it requires one to break down the steps and put the parts in order.

I just jumped in and gave it a try I didn't know my teaching abilities on this subject. I relied heavily on the code.org teacher manual.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

I didn't have to propose a coding course, because at the beginning of the school year, our principal mentioned to the faculty that coding would be good to implement in the classroom. The plans and training that I made during the summer just happened to be the right direction and matched the principal's goals.

They're cautiously enthusiastic

They're ambivalent

They're ambivalent

Somewhat confident

Somewhat confident

Somewhere in the middle

I struggle, but I can figure it out

I struggle, but I can figure it out

I struggle, but I can figure it out

No creative products yet. Students do code.org activities.

Confidence through practice. Because code.org is set up like a game, the students don't seem to mind having errors and being required to debug their algorithms. Their tolerance level for redoing a problem is higher, and I am hoping that attitude will move over into their other subject areas--continuing to practice a skill and not giving up even if the answer is not known right away.

Code.org and Scratch

More time with the students.

Develop the lessons more and go in greater depth.

Scratch (mit.scratch.edu)

I sought it out on my own

To learn more about how to do it myself for webpages and then to teach my students when I started teaching my school computers/ed tech course

I think it's a valuable skills for students and it is really fun and interesting for them. It's like learning a new language and one that is becoming very common for them.

important skill; student interest

Rarely (about 1-2 times a quarter)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I try and work it out myself

I have the students work together to see if they can figure it out.

Scratch, code.org, Tynker.

That some students get it really fast and others really don't have any idea what it is they are trying to do. Sometimes, even when doing the blocking, we get stuck and I have to sit with them to work on it. I wish there was a more varied program for all ages that I could follow. Sometimes, even I don't know the answer, so I have to figure it out first.

I've had several students go on to using code in various formats at home on other projects. All of my students are engaged and interested in the computer science part.

More interest in computer programming or programming games. They think it's really fun, not just math and problem solving.

It is a skill that will help them get ahead.

It helps students think analytically and problem solve, while still doing something fun. I also think if students start to understand it younger, they will be able to go further as they get older and we will have more computer programmer etc in the field that really get it.

That my special needs or younger/slower students would have difficulties, but doing the blocking and then viewing the code has been awesome.

I coded occassionally

I explained it was just like our dual immersion, a program to help them understand how the webpages, video games etc actually work and how they can be easily programmed and made.

I have no basis for knowing this

They're ambivalent

Somewhat confident

Somewhat confident

Somewhere in the middle

Somewhere in the middle

Somewhere in the middle

I struggle, but I can figure it out

video games, not much else because of time limits.

I hope they learn that they can do something fun, hard and challenging that has an impact on real life.

Scratch, Tynker, Code.Org, Code Academy, Kahn,

A program that I can take as a teacher and then that I can use in my classroom with students of all ages. I would love to have something the students could use to create actual things and not just practice coding. It would be nice if I already knew the program and answers

Focus on individualized steps with various groups.

Lego Mindstorms EV3

Scratch (mit.scratch.edu)

I sought it out on my own

I think it's an important skill that students need to be learning in order to be prepared for the workforce .

I am fascinated by Coding and I wanted to learn more about it. As I learn more about it my passion for it grew and I knew it was important for my students to learn it as well. I feel like if students have understanding of coding and computing they will be further ahead of their peers who do not.

Often (about once a week)

During regular school hours

Outside of regular school hours (e.g., after-school club)

I use (an) online resource(s)

I use a friend or colleague

I try and work it out myself

Finding time in the school day. Finding teachers who are also interested in it so that when my students leave me they can continue to learn and grow

Some of my students who struggle and areas of academics are successful in coding. My students learn to work through problems together. They are excited when they get to do coding.

As important as the 'ABCs'

Coding is used in almost every field of employment. By learning coding students will become more self-sufficient they will learn to work through problems collaborate with others and to be able to create programs for their desired career field

That I am learning right along with them and I don't always have the answers

I started with the hour of code through code.org. I also invited my administrator to come to a coding class with me at the UCET conference

They resist a little

They're cautiously enthusiastic

Somewhat confident

Somewhat confident

Somewhere in the middle

I struggle, but I can figure it out

Not confident at all

Somewhat confident

I teach first grade so on their level my students are able to program dot and dash robots. I'm currently in the process of ordering we do Legos. Also just recently started a robotics and coding club after school that we will use mine storm robots and we do Legos. Will also start learning how to create our own apps.

I hope that this will peak their interest enough and they'll gain enough passion for coding that they'll continue to do it even if their future teachers do not teach it in their class.

Code.org, wonder worksHop with dot and dash, tanker, scratch and scratch jr, vex, Lego

I personally would love more time and resources to gain adequate training to really teach students. I would love for my school to offer coding/stem classes as a regular class much like PE music or art. I would love more funding for Legos and other robotic products for students to apply their learning to.

I would try to get more teachers on board. I would take more in-depth training.

Lego Mindstorms EV3

Lego Mindstorms NXT

Scratch (mit.scratch.edu)

I sought it out on my own

Interest in seeing how things work.

I think it's a valuable skill, and has a positive impact in learning across other areas of the curriculum.

English, Music, History, Geography

Sometimes (about 1-2 times a month)

During regular school hours

Outside of regular school hours (e.g., after-school club)

I use (an) online resource(s)

I use a friend or colleague

I refer to official computing/coding documentation

I try and work it out myself

I work around the problem and move on to something else

Computing At Schools, Unplugged computing, TES, Code-it.co.uk, literacy shed, and lots of others...

Question doesn't make sense?

Getting other teachers to understand the terminology.

children being able to apply skills in other areas of the curriculum

As important as the 'ABCs'

It allows them to explore subjects more in depth. It's a skill that is important if you want to do well in life.

I was paid to code for my job

I didn't. I had the autonomy to do so.

They're cautiously enthusiastic

They're cautiously enthusiastic

They're cautiously enthusiastic

Games, animations, mobile apps, web pages.

The ability to use their skills in all areas of life.

Scratch, Blockly, codeschool, Code Club, Computing At Schools, TES

Ask to teach more classes

C/C++/C# or Objective-C

Lego Mindstorms EV3

Scratch (mit.scratch.edu)

Father, brought home ZX81

Wanted my children and their classmates to learn

Regularly (about 2-3 times a week)

During regular school hours

Outside of regular school hours (e.g., after-school club)

I use (an) online resource(s)

I use a friend or colleague

I refer to official computing/coding documentation

I try and work it out myself

I work around the problem and move on to something else

Various, code club, twitter

School equipment

Children who find other lessons hard and excel in coding

It helps them to learn to think more analytically

Resilience, problem solving

I coded occassionally

Talked with headteacher

They resist a little

They're ambivalent

Somewhere in the middle

Somewhat confident

Somewhere in the middle

Somewhere in the middle

Somewhat confident

Games and quizzes

New skills; demystify tech

Better school computers, and a much better school computer space

Lego Mindstorms NXT

Scratch (mit.scratch.edu)

I sought it out on my own

I studied computing and math at university.

It is a compulsory component of the English national curriculum.

Regularly (about 2-3 times a week)

During regular school hours

I use (an) online resource(s)

I use a friend or colleague

I refer to official computing/coding documentation

I try and work it out myself

codecademy, khanacademy and nxtprograms

Identifying what you want the students to learn and designing appropriate assessment. I have found the Harvard 'assessing computational thinking' resources very helpful.

A broad range of students enjoy the coding side. I felt the greatest sense of satisfaction when a number of my weakest (male) students started to attend a lunchtime club to work on their scratch projects. They showed interest, perseverance with problems they encountered and shared knowledge and 'know how' with one another - they got a sense of satisfaction and enjoyment, that was not a regular experience for them.

I have introduced robotics using lego mindstorms as a consequence of some students demonstrating an interest in how they worked. This has led me to teaching aspects of physics and math in an integrated manner. I should add, that these particular students are being educated in a special education school and have a propensity to present with poor behaviour - but not during the one to one robotics classes. Yeh!

It helps them to learn to think more analytically

I buy in to the computational thinking argument - the ability to problem solve is not just about writing code, many students will not do this beyond class, but people do need to use thinking skills to solve problems they encounter in life, be that at home or at work. \\Its important that young people are not limited to being consumers of technology, but have an appreciation of 'what's under the hood' so they can engage in dialogue about the tensions that can arise e.g. Apple's privacy position V FBI request for access, Snowden - hero or traitor? reasoned thinking rather than emotionally generated responses benefits the individual and society as a whole.

Teaching coding to young children is not the same as teaching sophomores. Developing the pedagogical skills to teach concepts has been and stiil is an ongoing challenge - but I'm a lot better than I was!

I had a degree/certification that required coding OR I coded as a hobby

I did'nt, I the in the UK.

They're cautiously enthusiastic

I have no basis for knowing this

I have no basis for knowing this

I have no basis for knowing this

Somewhat confident

Somewhat confident

Somewhat confident

Somewhere in the middle

Somewhat confident

Somewhat confident

embedded code in mindstorms robot, raspberry pi. Wrote games in kodu and scratch, created apps using app inventor. The older students have had a less fun time, having learned python to write at roughly codecademy standard.

Enjoyment and satisfaction that comes from demystifying how computers work and sowing a seed that maybe some of them will be able to progress further in their study of computing.

Scratch, mindstorms and CAS.

Good quality open source teaching materials.

lightbot\\blockly\\CS unplugged\\kodu/scratch \\robotics with mindstorm and raspberry pi/arduino for physical computing\\python - codecademy

Scratch (mit.scratch.edu)

I sought it out on my own

I was already teaching ICT and realised that the curriculum had to be developed to include coding/programming. I then set out to develop my own skills.

I realised it was important for pupils of all ages to have an understanding of coding /programming.

Sometimes (about 1-2 times a month)

During regular school hours

I use (an) online resource(s)

I use a friend or colleague

I try and work it out myself

Youtube videos are helpful, but I also use Code Academy

Teacher in the same school who teaches senior pupils.

Developing my own skills in order to plan lessons.

Pupils who are developing a particular interest in the subject, pupils working collaboratively and supporting each other when encountering difficulties.

I think they are more ready/able to work through problems and difficulties.

It is a skill that will help them get ahead.

It is a valuable skill as it develops their thinking and problem solving abilities and for some it fosters an interest and passion which they will carry on through their education and beyond.

I was concerned that my skills were not secure enough, and that I might not be able to support pupils who were encountering difficulties. I was also concerned that I might not be challenging the more able.

I discussed this during one of my regular meetings.

I have no basis for knowing this

They're ambivalent

They're cautiously enthusiastic

Somewhere in the middle

Somewhere in the middle

Not confident at all

I struggle, but I can figure it out

Somewhere in the middle

Somewhere in the middle

A challenge, something they are interested in, something that might provide a lifelong passion for some. Fun!

Scratch, Tynker, Hopscotch, Code Academy, Hour of Code activities.

More time to spend developing my own skills, more time to work with pupils, smaller grouos to work with.

Lego Mindstorms NXT

Logo (or a derivative)

Scratch (mit.scratch.edu)

I sought it out on my own

General interest, develop skills in CS.

Interest in computing.

personally valuable

All the time (it's what I spend most of my time doing)

During regular school hours

I use (an) online resource(s)

I refer to official computing/coding documentation

I try and work it out myself

Varies according to problem.

Debugging student code, developing resilience in students to debug their own code. Some students do not know where to start even with help.

Large numbers of students enjoy their own successes in solving problems, thus computing can be very rewarding. Generally students are very interested in computing.

Some very enthusiastic about subject.

It helps them to learn to think more analytically

Part of understanding the limitations and complexity of the world around them.

I coded occassionally

I have the professional freedom to make those decisions for myself.

They're cautiously enthusiastic

They resist a little

They're ambivalent

Somewhat confident

Somewhat confident

I struggle, but I can figure it out

Somewhat confident

Somewhat confident

Somewhat confident

Mobile apps, windows form apps, variety of games, various Arduino projects etc.

The ability to understand why things go wrong and deal with their problems appropriately.

Scratch, codecademy, hour of code, lego mindstorms, arduino, codebugs,

Smaller class sizes, colleagues in the school to turn to for help.

I believe with younger students, often the learning journey can take place together. There is no need to be totally conversant with code for everyone to learn.

Hour of Code/Lightbot

Hour of Code emails

Tech Ed website that I subscribe to - Encouraging and interesting.

Driving force of the future

Rarely (about 1-2 times a quarter)

During regular school hours

5 - 30 minutes minutes

I ask the students who has figured out how to do whatever it is - and someone has usually solved it. We learn from each other

Staying ahead of the students who are advanced (impossible!)

Many like it and choose to do it for free time activities

More are enrolled in Khan Academy or Scratch themselves.

As important as the 'ABCs'

Coding teaches logical thinking skills, which can be taught. The more exposure, the better they become at all their learning.

I was encouraged by the 5th Grade team to have the entire school do it. That made it something that everyone jumped on board. If I had done it alone, I don't think it would have been as well accepted.

I have no basis for knowing this

Somewhere in the middle

Somewhat confident

Not confident at all

Not confident at all

Not confident at all

I struggle, but I can figure it out

Logical thinking and excitement for the games that introduce it.

Scratch, Tynker, Hour of Code resources

More time - too little time in computers per week.

Scratch (mit.scratch.edu)

I sought it out on my own

Changes in our national curriculum made it necessary to learn coding

To 14 year olds and under I started teaching coding 3 years ago but to other age groups nearly ten years

Regularly (about 2-3 times a week)

During regular school hours

I use (an) online resource(s)

Coding forums such as stackoverflow

Differentiation, in mixed ability groups the lowest and highest abilities are very different

Success is engaging and inspiring students to code using all their creativity and imagination. Happens everyday

The top end love it and are very self motivated

It helps them to learn to think more analytically

The logic required to solve complicated problems and comprehend why things work the way they do then apply that learning in other contexts shows a very high level of skill which can help in a number of careers

I was worried they'd be a lack of proper or suitable training, I was right

An administrator's

They're cautiously enthusiastic

Somewhere in the middle

Phone apps, 100s of games, console applications and windows form apps (magic 8 balls, dice, quizzes, calculators, text adventures), web animations, booking systems, web forms (jforms),

A skill that could be fun to learn or lead to a well paid job

Scratch, code academy, visual studio, dreamweaver, flash, eclipse, app inventor, kodu, netbeans,

Dual display monitors so video tutorials could be displayed and followed at the same time

Quit teaching and train as a programmer myself ideally for a big bank in the city

Scratch (mit.scratch.edu)

I sought it out on my own

New curriculum rumours, I wanted to see if I would understand it!

Sometimes (about 1-2 times a month)

During regular school hours

I use (an) online resource(s)

I try and work it out myself

CAS, Google Searches with various results

Teaching it on the hop, trying to get my head to think logically to solve problems

Pupils going home to try and coming back enthused and eager to share knowledge.

More confident to share knowledge and experience, not as scared to just try something.

It is a skill that will help them get ahead.

I think it helps for them to think logically as they can carry computational thinking across the curriculum for many other subjects.

That I wouldn't understand and I would get stuck!

It was part of the new curriculum so I added it into my plans.

They resist a little

Somewhere in the middle

Somewhat confident

I struggle, but I can figure it out

I struggle, but I can figure it out

Not confident at all

Somewhere in the middle

Scratch, hour of code, rapid router

An expert to work alongside me who could answer all my/ pupils questions!

Encourage other teachers to try to incorporate it into their lessons as well as having it as a dedicated lesson.

Scratch (mit.scratch.edu)

A teacher or instructor

As part of the new 2014 curriculum. I am Computing Lead for my school.

Regularly (about 2-3 times a week)

During regular school hours

I use (an) online resource(s)

I use a friend or colleague

I refer to official computing/coding documentation

Barefoot Computing, TES online, Scratch website

Network speed or failure, children understanding Scratch

Children following instructions, following sequences, enthusiasm for coding

Skills have improved, logical thinking and confidence in using technology, peer support

It helps them to learn to think more analytically

Develops IT Skills, maths skills, problem solving, builds confidence

Scientific terms, understanding, technology failing

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

I have no basis for knowing this

They're cautiously enthusiastic

Somewhat confident

Somewhat confident

Somewhat confident

Somewhat confident

Somewhat confident

Somewhat confident

Develop logical thinking, understand algorithms, trial and error

Hardware, devices, software

Small groups, difficult to teach large classes

Scratch (mit.scratch.edu)

To share something cool that they found

I knew it was needed from the video that talked about what every school should be teaching.

Sometimes (about 1-2 times a month)

During regular school hours

I use (an) online resource(s)

I try and work it out myself

www.studio.code.org

Creating log ins. Getting the Teacher dashboard to work.

Students love it and are inspired to continue.

Greater engagement.

As important as the 'ABCs'

It helps them think.

Not knowing how to do the drag and drop coding.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

He was not concerned. Trusted my judgement.

They're cautiously enthusiastic

They're cautiously enthusiastic

Somewhat confident

Somewhere in the middle

Somewhat confident

I struggle, but I can figure it out

Not confident at all

I struggle, but I can figure it out

A good job if they have interest.

A resource to ask questions of

I introduce using video and tell them of the advantages of the industry.

Scratch (mit.scratch.edu)

I sought it out on my own

It engages the students in higher level thinking, new and entertaining for the children

To inspire children, to engage their creativity, and boost their confidence

Often (about once a week)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I try and work it out myself

I work around the problem and move on to something else

I don't know everything- the kids, especially higher grades are more advanced than I am.

The kids LOVE it, They enjoy learning, make things on their own, etc.

It helps them to learn to think more analytically

They are learning to problem solve, think out of the box

I am a novice- I don't know much about it

I told my administrator I wanted to go to a prof. development, code.org and he loved it

They're cautiously enthusiastic

Somewhere in the middle

Somewhere in the middle

I struggle, but I can figure it out

Not confident at all

I struggle, but I can figure it out

Somewhere in the middle

Learn a new skill, inspire them

Scratch, code.org

Training for myself, more time to teach it

Not sure- I use code.org activities

A teacher or instructor

It was mentioned in a class I was taking and sounded interesting so I attended a workshop and started doing it after that

personally valuable

Sometimes (about 1-2 times a month)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I use a friend or colleague

I try and work it out myself

I work around the problem and move on to something else

code.org\google

Kids love it and learn a lot

Increased problem solving ability and sequential thinking skills

It helps them to learn to think more analytically

I don't think they really need to know computing/ coding at this age, but the thinking skills they develop while using it help them to be better learners and problem solvers, which they definitely need at all ages.

I didn't know much about coding. . . didn't think I would be able to teach it effectively\Thought it would be too advanced for little kids

I coded occassionally

I told her I was going to do it. She thought it was great. (It was a few weeks before the Hour of Code")"" told her I wa"

They're ambivalent

They're ambivalent

Somewhat confident

I struggle, but I can figure it out

I struggle, but I can figure it out

I struggle, but I can figure it out

I struggle, but I can figure it out

I struggle, but I can figure it out

Analytical thinking skills

I'd wait until mid-year instead of doing it at the beginning of first grade

I saw Kidable on a list of apps that had gone free

My grandchildren enjoyed Kidable and I could see the value of critical thinking

Sometimes (about 1-2 times a month)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I use a friend or colleague

I try and work it out myself

I let the kids help me!

Increase in critical thinking and problem solving

More confidence

It helps them to learn to think more analytically

My lack of knowledge

I didn't. I just did it

I have no basis for knowing this

They're ambivalent

I struggle, but I can figure it out

I struggle, but I can figure it out

I struggle, but I can figure it out

Not confident at all

Not confident at all

Not confident at all

Scratch (mit.scratch.edu)

I sought it out on my own

I believe it's critical for the future of the United States

Rarely (about 1-2 times a quarter)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I use a friend or colleague

I refer to official computing/coding documentation

I try and work it out myself

I work around the problem and move on to something else

The World Wide Web.

There's a lot to learn upfront to be prepared for what the kids might experience. Working out the kinks ahead of time, or at least being prepared for any kinks is time consuming. Before I teach something I like to have a really good understanding. That's of course a lot to prepare for.

It's fantastic to see students shine, persevere, fail, try again and work together. :)

I notice that it's taught kids that failure is ok, not to give up and to keep trying, even when things get challenging.

As important as the 'ABCs'

It's the future! It's critical for all kids to have exposure to coding. If we are going to be a strong country we need to have strong people running the charge. Let's create those people!!

None, aside from making sure that all standards are covered.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

Administration was supportive and on the same page as me.

They're cautiously enthusiastic

They're cautiously enthusiastic

Somewhat confident

Somewhat confident

I struggle, but I can figure it out

I struggle, but I can figure it out

I struggle, but I can figure it out

Code sequences.

Soft skills as well as coding.

Scratch, tynker, codeable,

Nothing. I think it's about the journey

Lego Mindstorms EV3

Scratch (mit.scratch.edu)

I sought it out on my own

I saw the value the coding instilled Computational Thinking Practices in my students.

At first, it was because I wanted to give my students more opportunities as they navigated their educational careers.

Often (about once a week)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I use a friend or colleague

I try and work it out myself

I'm learning with the students. Sometimes it's hard not to be an expert at something.

My students are motivated, engaged, and very successful.

At first, I taught it stand alone but now (as I grow more comfortable with the content) I find myself integrating it constantly.

It helps them to learn to think more analytically

It makes them learn how to solve problems.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

I started teaching it before asking for permission. Better to ask forgiveness, right? But when my admin saw the drive my students had and the invaluable skill set they were gaining, she was 100% on board.

They're cautiously enthusiastic

Somewhat confident

Somewhere in the middle

Somewhere in the middle

Somewhat confident

Games, artwork, interactive stories

I want them to learn how to think creatively and problem solve. I want them to learn how to work together and communicate with each other to solve problems.

Scratch, Tynker, Code.org, Lego Mindstorms, Ozobots, Spheros

Ha! Better devices. My laptop cart is 6 years old and the computers run so slow.

I feel like the journey has been great.

Scratch (mit.scratch.edu)

I sought it out on my own

Always enjoyed it. Learned BASIC myself a long time ago.

Really enjoy it. The problem solving aspect and the logic.

younger than 5 years old

All the time (it's what I spend most of my time doing)

During regular school hours

I use (an) online resource(s)

I try and work it out myself

I work around the problem and move on to something else

Computing in School\Code it \Google!

Girls I teach have Arabic as a first language so language issues are the main thing.

Girls who don't succeed in other subjects shining in computing.

As important as the 'ABCs'

Teaches resilience. Problem solving skills. Another way to be creative.

I had a degree/certification that required coding OR I coded as a hobby

It was the job I applied for and the British curriculum has coding in it.

They're cautiously enthusiastic

They're ambivalent

They resist a little

Somewhat confident

I struggle, but I can figure it out

Somewhat confident

Only small computer games so far. Going to make apps later this year.

Feeling of pride when they battle and succeed. Increased resilience and independence as the girls I teach are not very independent.

Scratch\Computing at School\Code it

Robotics stuff so the girls can program things that move.

More focus on the algorithm before the coding part.

Lego Mindstorms NXT

Scratch (mit.scratch.edu)

I sought it out on my own

I have access to many computers but not many sets of Mindstorms. I was also looking for something for spatial learners.

Kids love it. It is high interest. It is an additional choice for independent projects for Gifted students.

Regularly (about 2-3 times a week)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I try and work it out myself

Studio Scratch, NXT Essentials, Code.org

Keeping up with the kids.

The number of projects grows each year, as does the number of interested students.

The girls are talking about coding and going into computer science.

It helps them to learn to think more analytically

The thinking is the most valuable and visible outcome.

How to fut it in with the curriculum.

A crash" course"" "crash" cour"""crash" cou""crash" cou""rash"

They're cautiously enthusiastic

Somewhere in the middle

Somewhere in the middle

I struggle, but I can figure it out

Somewhere in the middle

Somewhat confident

Informative movies, games

Another career and or hobby option, a new skill, spatial thinking practice.

Code.org, NXT Minstorms, Tynker, Sphero, Scratch

More time and devices

Start with tablets and Scratch Jr and Tynker.

STEM committee at school district. Response to UK coding laws.

I saw the world response to the need for coding skills. Plus the UK and White House urging.

Sometimes (about 1-2 times a month)

During regular school hours

5 - 30 minutes minutes

I use (an) online resource(s)

I refer to official computing/coding documentation

I try and work it out myself

I work around the problem and move on to something else

My low knowledge of computer science

I'm open to learning more about it so my students can learn more.

They like school more and seem to have more patience with the technology. They are becoming better problem solvers and willing to try new things.

It is a skill that will help them get ahead.

It is a nessesary skill now. They will really need it the future.

My complete lack of knowledge.

They're cautiously enthusiastic

I have no basis for knowing this

Somewhat confident

Somewhere in the middle

Not confident at all

Not confident at all

I struggle, but I can figure it out

Independent skills, world knowledge, problem solving, communication, collaboration, grit, mindfulness

More trainings brought to teachers with more coding programs and options.

Try to find an array of free coding programs with teacher trainings and some real life application.