Three years ago in August 2009 we ran the first everYoung Rewired State – a hack weekend aimed at the young developer community. I was determined to try to engage them with the exciting (sic) world of open government data, and firing on all four cylinders went out to go tell those kids all about it.
But they were not there…
It made no sense to me that there was a thriving adult developer community, many of them of my own peer group, but no-one under the age of 18? Where were the kids? Was there a corner of the Internet I had yet to discover?
Over a period of months it became blindingly clear that there were no groups, there were tiny pockets and many isolated individuals – all teaching themselves how to code, driven by personal passion and nothing else.
We scraped together 50 of these kids from across the UK and it was one of the most incredible events we have ever run. Ask me about it and I will bore you to death with inspirational stories 😉
Since then, running Young Rewired State has become the most important thing I do.
One story that I have heard time and time again, is that these genius kids are failing in ICT at school, because their teachers cannot mark their work. I mentioned this in the Guardian Tech Weekly Podcast and I am often asked to back up my claims!
One of the Young Rewired Staters who attended that first event (and every event Rewired State has run since regardless of the challenge – until he was snaffled by San Francisco: aged 16) explained this for the Coding for Kids google group, and I asked him if I could share his story here. Here goes:
When I was in year 10 (or 11, I can’t remember) we were given the brief to “design and create a multimedia product” for an assessment towards GCSE ICT.
Most people opted to use powerpoint to create a sudo-multimedia product. I, however, decided to build a true multimedia product in Objective-C (a small game written for iPhone & iPod Touch which included a couple of videos, some story text, audio, it was an awesome little thing, it really was 🙂
The Powerpoints passed with flying colors, my project failed.
I asked the head of IT why he failed me, he told me he simply couldn’t mark it. He had installed the app on his iPhone, as had the rest of the IT staff (Including the technicians who really loved it!), played it, but couldn’t mark it because a)He didn’t understand how it worked and b)It was leagues above anything else he’d ever seen from the class.
I argued the case and managed to scrape a pass by teaching him the basics of Objective-C from scratch and by commenting every single line of code I wrote to explain exactly what it did and how it did it (all 3,400 lines, including standard libraries I used) which ended up being a huge time sink. Time, I was constantly aware, I could be relaxing or working on a project of my own.
I understand that my case is a little different from the one involving Ruby, you can’t expect every IT teacher to be versed in iPhone development, but there is no excuse for not having at least a basic understanding of Ruby/Python and absolutely no excuse for failing work because its difficult to mark.
This NEEDS to be fixed, so many fantastic young devs are becoming disillusioned with education because of little things like this. The thought process, for me at least, follows:
“Wait a second, my IT teacher can’t mark this, so it fails? I don’t really want to be part of a system that works like this”.
This is in stark contrast to events like YRS, where kids are encouraged to push the boundaries and explore how to do things differently to stunning effect. It was one of the major deciding factors for me to leave education and move to the US.
The frightening thing is, after bringing it up at an event, almost every other young dev had a similar story.
I cannot tell you how sad I am that we have not been able to keep this YRSer in the UK, and this is one of the very many stories that drives me.
What can you do to help? Start by understanding this problem, then join groups like Coding for Kids and CAS of course – sign the petition.
There are a great many people trying to help solve this problem, and 2012 is certainly going to see a huge push towards solving this, but for now, just take some time to understand why this is such an important fight we have to win – for this generation and the next.
And as a PS, please read the introduction to Douglas Rushkoff‘s book: Program or be programmed – it is very good! (I so should be on commission from this guy).
Welcome to the AS ICT course. A Level ICT is a 2 year course that is taught using 2assessment objecves:
A: Praccal Skills 60%
Use of the computer to complete various tasks using the ITsoware provided
Knowledge and Understanding 40%
Understanding of the actual theory behind thesubject assessed through the compleon of worksheets, past papers, mock exams, etc
Assessment is carried out as follows:
Homework is a vital part of this course and it is important that you ensure you put in theright amount of
me and eort
, in order to make sure you get the best grade possible inyour exams.
Like any other A Level subject, ICT theory requires you to
the facts and
theprinciples. There is no shortcut
you will have to
! The assignments in this book will help you to gain the knowledge andunderstanding required in the rst part of your course.Each assignment will require you to complete some reading and independent research inorder to answer the quesons properly. Whenever you are tempted to skip on the research& reading, remember:
your answers will show whether or not you have completed theresearch – and so will your end of unit exams!