La academia gratuita de Apple para formar programadores de todo el mundo – El Mostrador

Apple tiene dificultades para encontrar a empleados con habilidades particulares, así que decidió actuar para resolver su problema. Pero su caso no es excepcional. Desde hace años existe una brecha entre la experticia laboral y lo que requiere la economía actual, en donde el desarrollo de aplicaciones es fuente de ganancias y puestos de trabajo.

Fuente: La academia gratuita de Apple para formar programadores de todo el mundo – El Mostrador


¿Deberíamos aprender a programar en las escuelas? | El Blog de Educación y TIC

¿Deberíamos aprender a programar en las escuelas? | El Blog de Educación y TIC.

Eduard Muntaner

Ingeniero informático experto en cooperación al desarrollo, autor del blog Com gotes a l’oceà. Actualmente combina su trabajo en UdiGital.edu en el Parque Científico y Tecnológico de la UdG, con el trabajo de cooperante voluntario en escuelas del sur de la India. Recientemente ha fundado el proyecto global Inventors4Change.

En la actualidad vivimos un boom de iniciativas que intentan acercar la programación a los niños. Algunos ejemplos podrían ser campañas como las de code.org (respaldadas por nombres como Bill Gates o Mark Zuckerberg), grandes proyectos como Codecademy, o la reciente incorporación de la asignatura obligatoria de programación web en la Comunidad de Madrid. La aparición de entornos de programación tan intuitivos como Scratch, App Inventor, plataformas abiertas como Arduino, y kits de robótica tan fáciles de usar como los LEGO Mindstorms, han creado un entorno favorable y han vuelto a poner sobre la mesa un tema que en realidad lleva estudiándose desde finales de la década de los 70: ¿Puede la programación ayudarnos a aprender de nuevas maneras y a tomar control consciente de nuestro propio aprendizaje?

Programar en clase | Tiching


Forcing a generation to code is unprecedented, says Codecademy chief | Technology | theguardian.com

Forcing a generation to code is unprecedented, says Codecademy chief | Technology | theguardian.com.

The training company claims the school coding curriculum will improve England’s digital literacy – but it all depends on the skill of teachers

Codecademy’s Zach Sims: ‘We’ve struck oil and we want to make sure we get all of it’
Codecademy’s Zach Sims: ‘We’ve struck oil, and we want to make sure we get all of it’

When US-based website Codecademy was founded in 2011, its emphasis was on adults taking online courses to learn programming skills.

Three years and 25m users later, the company has found that it is not just useful for adults. In fact, one of its big pushes in 2014 is around children and coding.

That is partly because it realised lots of children were taking its existing courses but also through partnerships with schools. Particularly in England, where from this month, coding is part of the new computing curriculum for children as young as five.

“What’s going on here is unprecedented. It hasn’t happened in any other G8 or major economy: forcing an entire country to learn programming,” says Zach Sims, Codecademy’s chief executive.

“The results will be pretty extraordinary. You’ll solve a couple of problems pretty much immediately: the IT skills gap and, hopefully, the gender gap in technology. And hopefully, you’ll raise a more digitally literate generation.”

Obvious caveats: Codecademy wants to work with more schools, so it is hardly surprising that it would talk up the curriculum changes. Meanwhile, if these changes are going to solve skill and gender gaps for the UK workforce, that is a long-term rather than immediate effect.

Still, Sims’ enthusiasm provokes some important talking points. “There’s been this persistent voicing of ‘no one really needs to learn to program’, and we always said that someday it would be in schools, but we never assumed it would be required,” says Sims.

“It’s an amazing opportunity for students to learn a skill that isn’t being taught effectively anywhere else in the world at this scale. And for us, it’s very interesting in so much as it’s the first time a state has mandated blended learning.”

Blended learning is education involving students studying courses online at their own pace, alongside traditional classroom teaching.

“It’s impossible to scale teachers at the rate at which this policy requires them to scale. So it’s the first real at-scale test of [whether] you effectively have teachers acting as facilitators with an online tool,” says Sims.


Coding at school: a parent's guide to England's new computing curriculum | Technology | theguardian.com

Coding at school: a parent’s guide to England’s new computing curriculum | Technology | theguardian.com.

From the start of the new term, children as young as five will be learning programming skills in the classroom

Coding is on the curriculum for primary and secondary school pupils in the UK.
Coding is on the curriculum for primary and secondary school pupils in the UK.Photograph: Alamy

Getting more kids to code has been a cause célèbre for the technology industry for some time. Teaching programming skills to children is seen as a long-term solution to the “skills gap” between the number of technology jobs and the people qualified to fill them.

From this month, the UK is the guinea pig for the most ambitious attempt yet to get kids coding, with changes to the national curriculum. ICT – Information and Communications Technology – is out, replaced by a new “computing” curriculum including coding lessons for children as young as five.

This has been coming for a while: the new curriculum was published in September 2013 to fanfare within the technology industry. But it seems many parents will be surprised when their children come home from school talking about algorithms, debugging and Boolean logic.

A survey of 1,020 parents of 5-18 year-olds in England commissioned by BCS, the Chartered Institute for IT, found that 60% were unaware or unsure about the changes to the curriculum. Similar surveys by tech firms O2 and Ocado Technology yielded similar results: 64% and 65% of parents (respectively) who were unaware of the changes.

If you’re one of those parents, here’s a guide to what your children will be studying under the new computing curriculum; why there is more of an emphasis on programming skills; how teachers have been preparing for the changes; and how you can support your children and their schools over the coming months.

Why is this happening?

The shakeup of computer studies in schools has been trailed for a while, after criticism from ministers and technology companies of the existing ICT curriculum. The education secretary (at the time), Michael Gove, outlined the political rationale for the changes in a speech this January:

“ICT used to focus purely on computer literacy – teaching pupils, over and over again, how to word-process, how to work a spreadsheet, how to use programs already creaking into obsolescence; about as much use as teaching children to send a telex or travel in a zeppelin.

Our new curriculum teaches children computer science, information technology and digital literacy: teaching them how to code,and how to create their own programs; not just how to work a computer, but how a computer works and how to make it work for you.”

This plays directly in to the complaints of technology companies that the UK has not been producing enough graduates qualified to fill vacancies. Microsoft and Google, along with BCS and its Computing at School working group, and the Royal Academy of Engineering were all involved in the new curriculum.