<div>David:<br></div><blockquote style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;" class="gmail_quote">>What I would like to see is a discussion of *why* there is not more teaching of programming in high school.</blockquote>
<div><br>Especially given that 'integrating technology into the curriculum' is given such lip service. <br><br>Most
people equate technology with tool use. They seldom equate it with
language and a set of ways to articulate ideas. Seems to me that's where
education should especially be focused. <br>
<br>I think part of the problem in the past has been the
misunderstanding about tech jobs getting outsourced. I've heard people
say there's no point in becoming a programmer, because all the jobs are
going overseas. It's really kind of silly.<br>
</div><blockquote style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;" class="gmail_quote">>I've also heard the argument that most kids will never be programmers </blockquote>
<div> </div>Right. That's an argument I keep running into. I say, well, most kids won't become historians either, but they still study history.<br><br>Vern:<div class="gmail_quote"><blockquote class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">
<br>
3) The whole "integration" trend in tech in education - 15 years ago it<br>
was assumed that as technology became ubiquitous we wouldn't have to<br>
teach it, any more than you need to know about electricity to turn on a<br>
light. Of course, that analogy was bogus on both ends, but schools have<br>
moved in that direction anyway, killing what little programming they did<br>
have. Only now (and only very slowly) are they realizing that their<br>
students are the poorer for it.</blockquote><div><br>This is a great point. It hits the nail right on the head for a lot of frustrating discussions I've had regarding putting programming into the math curriculum.<br>
<br>- Michel<br></div></div><br>