HiQ Magazine | Trained for the future

TRAINED FOR THE

To meet the future needs of the labour market increasing numbers of countries are introducing programming into the primary school curriculum. In Finland programming is seen as a key skill for everyone in the new digital society.

38

39

F

irst four presses on the arrow for straight ahead.

“Now two to the right,” says Mico, pressing the arrows on the robot’s back before releasing it to see whether it follows the intended path and ends up where it should.

The yellow and black striped piece of hardware looks rather like a bee. Bee-Bot, as it is called, moves on a chequered plastic mat, where each square corresponds to a press on one of the arrow keys. First four steps straight ahead, then two to the right. When Bee-Bot arrives at its destination it plays a little tune. Mico looks on approvingly.

“This is an example of how to teach the rudiments of programming to first and second graders. The children decide where they want Bee-Bot to go and program it accordingly. It teaches them to think logically,” says Anna-Kaarina Niskanen, a teacher at Kytöpuisto Primary School in Koivukylä, 25 kilometres south of Helsinki.

From the autumn term in 2016 programming will be part of the curriculum for all Finnish primary school pupils. In the first two years the focus will be on understanding the practical aspects of programming. From year three to year six the children will learn how programming languages work and start to create their own programs on a tablet computer.

By the time they reach secondary school age they should be able to program independently. That means being able to identify patterns, produce abstract models, think logically and work systematically and creatively to find solutions to a variety of problems. In short, everything

40

that is included within the concept of “computational thinking”.

The idea is to fully integrate programming into all aspects of the curriculum rather than studying it as a stand-alone subject: computational thinking is regarded as a core skill that everyone will need in the modern digital world.

“Technology plays a big part in our lives today. In order to make the best possible use of it, we need to understand the basics about how it works. In the future this kind of knowledge is going to be even more crucial. My job is to prepare pupils for this,” says Anna-Kaarina Niskanen.

The demand for skilful programmers will also rise. It is hoped that by adding programming to the curriculum, more young people will develop an interest in it and continue their studies at a higher level.

“Not everybody will need to work with technology, but a good many will. Teaching everyone the basics gives people the opportunity to choose for themselves whether or not they want to work in this field in the future,” Anna-Kaarina says.

P

rogramming is very much in the spotlight at schools throughout Europe today, as the European Schoolnet report “Computing our Future” published in October 2015 confirms. The report, based on a survey conducted in 20 European countries and Israel, notes that 16 countries have introduced programming into the curriculum at either national, regional

BEE-BOT The Bee-Bot helps pupils learn programming.

A FEW OF OUR FAVOURITE EDUCATIONAL INITIATIVES

or local level, in some cases as a separate subject, in others integrated across the board. The 16 countries are Austria, Bulgaria, the Czech Republic, Denmark, Estonia, France, Hungary, Ireland, Israel, Lithuania, Malta, Poland, Portugal, Slovakia, Spain and the UK. Ten of these have already introduced or are about to introduce coding skills into the primary school curriculum. Now Finland is following suit.

Anna-Kaarina Niskanen has a keen personal interest in technology and is positive about the new curriculum. However, she does have concerns about how the skills will be taught in schools where staff are less enthusiastic about technology.

“Things will work well at our school. We’ve already started. But it’s important that every child in Finland receives the same quality of tuition.”

Why are some teachers less enthusiastic?

“Most criticism tends to come from teachers who are themselves uncertain about how to use modern technology. It’s important to give them time to practise and test things for themselves. That really is the key, because the success of the initiative depends to a great deal on us teachers.

We need to learn before we can teach others,” Anna-Kaarina says.

The children in her class enjoy playing with Bee-Bot. But many of the school’s slightly older pupils also think that programming is fun.

Sixth-grader Radia Manadir, 12, has tested her coding skills both at school and at home with her older sister.

“You have to plan what you want to do carefully. I think it’s fun to see the outcome of what you yourself have programmed,” she says.

Radia thinks it is important to know a little about coding in order to understand new technology and how it works. Her classmate Jenny Hämäläinen agrees.

“It’s fun! I’d like to write my own program, something to make life easier. But it’s quite complicated, too. You need to know lots of things.

It’s very different from what we normally do at school,” she says.

MATTECENTRUM offers free help to everyone in Sweden studying maths. Every month more than 300,000 pupils are given extra coaching both online and in “maths labs” that are open to everyone. Here learners can do their maths homework with help from mathematicians, engineers and scientists who provide tutoring assistance on a voluntary basis. Each year as the time approaches for Sweden’s National Tests for school-leavers, Mattecentrum arranges conventions all over Sweden where pupils can receive help to hone their skills in maths.

PINK PROGRAMMING aims to encourage more women to become programmers. The association is the brainchild of an IT consultant, a developer and a web developer, all of whom would like to see more female colleagues in the profession. Pink Programming champions female role models and arranges lectures, informal Sunday get-togethers and camps where women who are interested can learn how to program.

FUTEBOL DÁ FORCA is much more than a football school. It offers young women a platform on which to build their self-esteem in order to realise their dreams. Futebol dá força means “football gives strength” and was started in Mozambique in 2012 by Cecilia Andrén Nyström from Sweden. Today the organisation is also active in Zambia, Sweden and Finland. Its vision is to change attitudes, social structures and social norms – starting on the football pitch.

ABOUT THE WORKSHOP HIQ ORGANISED IN FINLAND In 2015 HiQ Finland arranged an “Innovation Workshop” together with Kytöpuisto Primary School. Fifth- and sixth-graders were asked to present ideas about how technology could be used to make their own day-to-day lives a little simpler. Among the many ideas presented were a recycling robot, a grandma robot to look after children whose parents are at work, and a digital stylist that tells you what to wear. Another useful idea was an app that keeps track of all your possessions.

41