Matt Richardson is a creative technologist, maker, author and the Executive Director for North America of the Raspberry Pi Foundation. The Foundation provides outreach and education to help people access computing and digital making using low-cost, yet powerful, Raspberry Pi computers. Since the release of their first computer in 2012, more than 11 million Raspberry Pi units have been sold. Products include the Raspberry Pi 3, a small single-board computer with a quad-core CPU that retails for $35; the Pi Zero single-core computer, which is available for $5; and the Pi Zero W, which adds built-in Wi-Fi and Bluetooth functionality for $10.
Matt Richardson.¬†Used with¬†permission.
Tell me about your path to becoming the Executive Director of North American for the Raspberry Pi Foundation.
RICHARDSON: I used to work in the television industry in New York City, but I grew up exposed to technology and computers and have had a passion for technology for a long time. As I was working in television, I noticed that people were creating and making things with computers and technology, and it really captured my attention. I thought it was something I wanted to try to do, so I started off as a hobbyist maker. I was creating things and putting them out there, making projects ‚Äì you know, all the fun and interesting things that I wanted to do for a long time. Because of the maker movement, I was able to do these things that I wasn’t able to do before.
I was involved in the maker community for a long time before the Raspberry Pi came out, and I immediately liked how we could now use computers as a material for making things. And I loved the price of Raspberry Pi. So I quickly became an unofficial evangelist for the platform ‚Äì I wrote a book called Getting Started with the Raspberry Pi with a good friend of mine, Shawn Wallace. And I would talk a lot about what Raspberry Pi is all about just because I was passionate about what the community was about, what the product was about, and what the Raspberry Pi Foundation was doing.
In late 2014, Eben Upton, one of the founders of the Raspberry Pi Foundation asked me if I wanted to be a part of the team in the United States, and I jumped at the opportunity. I started at the Foundation at the beginning of 2015 as Raspberry Pi’s first U.S. employee.
Raspberry Pi has both a commercial business and a foundation. Can you outline for me how those two organizations work together?
RICHARDSON: We are unique from other charities that are associated with technology in that other major charities are often a technology company first and have a charity, sort of, on the side. We’re different in that we are first and foremost a foundation that happens to own a technology company, and that’s the Raspberry Pi Trading Company.¬† Raspberry Pi Trading handles the engineering and¬† product¬† and all the stuff that goes around that, and that’s owned by Raspberry Pi Foundation, which does all the charitable outreach. All the “mission” work is done by the Raspberry Pi Foundation.
The Foundation got its start in the U.K. What kind of activities does the Foundation support here in the U.S.?
RICHARDSON: The Raspberry Pi Foundation has global ambitions. We started off in the U.K. but we expanded into all of Europe. We want to be making a difference all over the world. We want to be achieving our mission all over the world, and we are doing that in several ways.
One thing we’re doing in the United States is training educators. We piloted Picademy, our professional development program for educators,last year in 2016, and it’s now an ongoing program in the U.S. We also do a lot of work involving direct-to-youth outreach in the United States. For instance, we look at events like Maker Faires and science festivals as opportunities to get young people to try out coding and technology ‚Äì many of them have never had exposure to it before. So we want to find opportunities where we can get the Raspberry Pi out there and get people we normally wouldn’t reach, getting families and children to sit down at a Raspberry Pi and try to write a line of code and try playing with electronics.
I saw that the Foundation recently joined forces with Code Club and Coder Dojo. How do these mergers fit into the Foundation’s U.S. ambitions?
RICHARDSON: Our mission is to put the power of digital making into the hands of people all over the world. When we talk about digital making, we talk about using technology to create and make things. It’s not just about coding. It’s electronics. It’s design thinking. There are a lot of things that encompass digital making. Code Club and Coder Dojo are great examples of organizations that go out there and provide resources for people to do outreach to youth. Code Club and CoderDojo have a positive impact on hundreds of thousands of youth worldwide, and it’s something that they’ve really figured out. So they‚Äôre a natural fit for our organization, and we expect that working together, we can expand this impact even further.
It seems like there’s a technology product for everything these days. Why is it important for people to learn how to make their own things?
RICHARDSON: What’s really important to us is the idea that anyone can be empowered to create things with technology, and we’re not all relegated to being consumers. Technology has never been more accessible and affordable for all people. We need to do the work to push that as far as we possibly can. That’s why we make Raspberry Pis as affordable as possible, and it’s why we create resources for anyone to be able to use the technology to do the things that they want to see happen in the world, whether they’re making a project for themselves for fun, learning something new, prototyping a product, solving a problem that matters to them.
We want people to understand that digital making isn’t just for people who are interested in technology itself. It’s for anyone who is interested in anything. If you are an artist, you can use technology to create art work. If you’re interested in biology ‚Äì for example, you want to know what’s going on in a particular stream or river ‚Äì you can use the technology to your advantage. You don’t need to be a technology enthusiast, a hobbyist or expert, and you certainly don’t need to be an engineer. That’s a big part of what we’re all about, making sure that everybody knows that they can use technology for what they see fit.
What caught my eye, initially, about the Raspberry Pi was that it was a very low price computer. I think $35. How has the affordability factor influenced the Raspberry Pis place in the greater world of technology?
RICHARDSON:¬†Affordability is absolutely critical for us. It goes hand-in-hand with accessibility. When we talk about accessibility of technology, we’re talking about making it easier for people to get started. A common barrier is price. So we have worked really hard to overcome that barrier by making Raspberry Pi as affordable as we possibly can. The affordability factor changes this idea that you shouldn’t touch, hack, play or tinker with technology because you’re afraid you might break something. Driving down the price of this technology means that more people will be able to hack or tinker with impunity, without being worried about breaking anything. It means that more people are going to give it a go. If the computers and the technology are more affordable that means more people can take a chance on it. And then it’s just a numbers game ‚Äì the more people you have taking a chance on a technology, the more people you have running with it and staying with it.
To answer your question a little more directly, it means that other companies see the success we’ve had and, I think, it has put some downward pressure on the price of technology items, making them more affordable. That’s good for everybody. If we’re influencing other companies to make technology more affordable, we’re achieving our mission.
You lowered the price barrier even more with the Pi Zero. How does that product fit into the Foundation’s mission and, in particular, an idea I heard you mention at the InfoSys Crossroads conference ‚Äì that a computer can be a material, not just a tool?
RICHARDSON:¬†In the 1980s, there were young kids coding with computers, but the context of computing was a keyboard, monitor and mouse sitting in someone’s room. It was a sort of fixed concept of computing. But some visionaries like Seymour Papert saw a future where technologies were treated more like a material, as opposed to a tool, to create and make things with. So he created the Logo programming language so that young people could use the computer to draw and also guide “turtle robots” that would roll on the ground and draw designs according to your instructions. You could even add sensors and actuators. He was really a visionary. I think that things like the Raspberry Pi Zero have really helped spread the idea that if you create something with a computer that’s affordable enough, that computer can be a material, too.
Even just ten years ago, when the maker movement was just getting rolling, you might have one Arduino [single-board microcontroller] in a project. Then when you were done with your project, you didn’t want to rip the Arduino out of your project to start a new one because you might not be able to afford multiple Arduinos. I would love to see more and more people, with more and more affordable computers, say “I can dedicate a computer to this project. I can dedicate another computer to this project and that project over there, too.” So the computer becomes a material in the project and people can think of it just like, say, they think of a canvas if they’re making art.
Tell me a little more about Picademy and how teachers can take advantage of that professional development opportunity.
RICHARDSON: All over the world, there a lot of really passionate and engaged educators who already “get” what we do and what we’re all about. They were already doing this before us. They understand concepts like project-based learning and computer as a material. For educators like them, we provide a professional development program called Picademy.
We bring educators together for two days, and they learn about digital making and creating with computers using Raspberry Pis. Then they work together and collaborate to create their own projects. The Picademy is meant to provide an introduction for using the Raspberry Pi as a material and thinking about digital making in the classroom. We piloted it last year in the Bay Area; Austin, Texas; and Baltimore, Maryland. This year, we are going to be in Providence, Rhode Island; Irvine, California; Ann Arbor, Michigan; and Boise, Idaho. We’ll be training even more educators this year, and we will be giving them the tools to bring digital making into their classrooms.
It’s not just for teachers. We include classroom teachers, librarians, community educators, after-school educators, museum educators ‚Äì educators of all types. This kind of learning doesn’t just happen in classrooms. It happens in lots of different educational contexts, and we want to support that.
We know that not everyone can take two days out of their life to come see us where we are, although we try to bring Raspberry Pi as far and wide as we can. So we also host an online professional development opportunity through a platform called FutureLearn. We run courses online for educators that take about two hours per week for four weeks. It’s perfect for educators who know that this is the kind of thing for them, but don’t have the time or resources to come see us at Picademy.
I saw something about Raspberry Jams on your website. What are they, and how can people get involved?
RICHARDSON:¬†Raspberry Jams started with our community. This wasn’t something that we initiated. If you’re familiar with the early heyday of computing when homebrew computer groups were happening, these events started happening organically where members of the community gathered to see each other face-to-face, talk about what they’re doing, and show off their projects. Raspberry Jams started out like that. As more people began to organize these events, we as an organization supported Raspberry Jams by giving the organizers promotional tools and resources they could use. We put a Jam Map on our website where anyone running a Jam could add their event to the map with a link so that people could see it, come by and meet other people working with Raspberry Pis near them.
A month or two ago, we stepped up our game in terms of how we support Raspberry Jams by providing guide books for anyone who wants to start their own Jam. We see Jams that are just three or four people getting together every month, and we see jams that are huge events with a Maker Faire vibe and associated lectures and workshops. The guide book is meant to be, not only for people who want to get together and hold an event and find out what Raspberry Pi has to offer them, but also to communicate what other Jam organizers have to offer in terms of best practices. The guide book covers all the things you want to know, and it gives you tons of ideas and inspiration for activities you can offer. For people who organize Jams and commit to creating ongoing Jams, we support them with collateral materials ‚Äì stickers, flyers and other graphical assets ‚Äì so they can give their Jam a nice, professional look.
You started out as a product evangelist for the Raspberry Pi Foundation. What advice do you have for those who want to evangelize the product here in Mississippi? What do we need to do to build awareness and get people excited about computing and digital making with Raspberry Pis?
RICHARDSON:¬†We always like to start looking at where there’s some momentum already happening in a particular region. It could be that, in Mississippi, there’s a classroom educator community that has already tapped into project-based learning and technology. It could be that the librarians are the ones who are already on this path. It could be tech and science museums in the area. Or it could be nonprofits that do after-school work.
We provide free resources to support all those different audiences, no matter what they’re doing. We offer guides for classrooms and after-school clubs. Anyone can register a Code Club and get tons of resources for free and tap into our network of educators. I think the Code Club network is a great way for any type of educator in Mississippi to get involved.
I believe the Raspberry Pi platform has a lot of potential here in Mississippi, not just because of the affordability of the computers, but also our need to encourage greater homegrown innovation to inspire economic development. Are there any other things we could be doing?
RICHARDSON:¬†You’re absolutely right that the affordability of our products is the kind of thing that can help a lot. I’m not really that familiar with your area ‚Äì is there a good Maker Faire?
I know that Meridian, Mississippi has had some Mini¬†Maker Faires. I think they have been the only one so far.
RICHARDSON:¬†You know, the Maker Faire here in the Bay Area has been going on for about ten years, and it has grown quite large. There are a lot of Mini Maker Faires all over the world that have really come into their own as a big annual event for that whole community. But it really takes an institution to step up and take this Maker Faire idea, tap into their network and keep the conversation and momentum going. Having been involved in things like this, I know it takes a lot of effort to keep events going and to keep people interested.
Anything else you’d like to mention?
RICHARDSON: We’ve talked a lot about education ‚Äì classrooms, libraries, museums. But there’s a whole group of people who are just hobbyists, and supporting them is important. People pick up a Raspberry Pi and try a thing or two. And what often happens is that they learn and experiment on their own as a hobby, but then that becomes something more. It becomes a product, or the idea turns into a business. We’re big proponents of the hobbyist realm of the maker movement and not just the educational side of making. It can lead to intergenerational learning, with fathers and mothers working with their children and trying things out. It exposes kids to the idea of tinkering with things in the home ‚Äì that’s something we try to encourage. Our hobbyist community is enormous, and we love to see what these people are doing. It’s also just a huge source of inspiration for what can be done with the technology. Beyond all the wonderful formal education that’s happening, the informal at-home education is critical to us, as well, for getting the power of digital making into the hands of people all over the world.
My friend Joe¬†Stradinger of Edge Theory has often spoken of the idea of a “Silicon Delta.” Tech companies and a knowledge-based workforce in Mississippi. I think we all realize that the way Mississippi can “win the future” is through being highly competitive in the knowledge economy and growing/retaining/attracting more of these leading edge companies. The idea of a “Silicon Delta” is definitely exciting.
As it turns out, the next Silicon Valley may very well grow from, well, another valley: Water Valley, Mississippi.
Yesterday, I had the opportunity to visit the Base Camp Coding Academy in Water Valley, Mississippi. The town of Water Valley is quite a story in and of itself. A partnership of private development and city support has lead to a real renaissance in the rural city’s downtown area which has received a fair amount of national publicity. As amazing as the revival has been, I want to talk about a totally new development that really can be a sea change for rural Mississippi and a model for future workforce development.
I walked up the stairs into a rehabbed, row-style brick building in the center of Water Valley’s downtown area. It was built in the 1860s, and the floors are wonderful old hardwood. The character of the space is something that we can no longer duplicate ‚Äì it comes only with the cycle of vibrancy, decline, and rebirth. Inside this building is a large classroom with what have to be 20-foot tall ceilings. A ping-pong table, large flat screen monitors, and whiteboards pay testament to the fact that this old building is a place for new tech.
Fourteen students with 14 laptops sit listening to an instructor giving a working lesson on the Python programming language. This in and of itself is not that remarkable. This same scene is being repeated – albeit in classrooms with less atmosphere – across the country. What is remarkable are three aspects:
- These students are fresh out of high school. Two of them are actually 17-years-old.
- This program is non-profit in a small relatively rural Mississippi town, not associated with a major university or job training center.
- These students will have the skills to be fully employable as highly-compensated software developers at the end of 12 months. Before most of them are old enough to sample the craft beer from the Yalobusha Brewery just down the street, they will likely be commanding starting salaries higher than the median Mississippi income.
Basecamp is the only program of its kind in Mississippi… and it is damn exciting. When we talk about changing the trajectory of this state, breaking community-based cyclic economic challenges, and putting our state ahead of the trending employment curve, it is programs like Base Camp that can play a – if not THE – pivotal role in making that happen. To put it another way, we are looking at a model that will be disruptive, exponentially positive, and a game changer.
Building the Pipeline
The story of how this academy came about is really one that would make Thomas Edison proud. The 1% “inspiration” factor was certainly necessary, but also obvious. The software/tech companies that call Mississippi home – such as C Spire and FNC and others – have a workforce problem. And this problem isn’t unique to Mississippi, either. The U.S. Department of Labor forecasts that by the year 2020 (that’s less than 4 years, folks) the U.S. economy will have the need for 1.4 million “computer science” type jobs. Currently, only about 400,000 students are enrolled in programs or courses of study that would qualify them for these jobs. That’s a one-million job gap.
Why can’t and why shouldn’t Mississippi play a big role is filling this gap? We can certainly help with the dreadful diversity numbers that have plagued Silicon Valley for sometime now. Somewhere around 3% of the workforce are people of color or female. That’s a huge under-representation of the population. And it’s not because Silicon Valley has been exclusionary. Far from it. They WANT diversity in their companies. But they are also not in the workforce development business. That’s where a program like Basecamp comes in. And the 99% perspiration that several dedicated individuals and sponsoring organizations continue to put into making it a reality. They, in all likelihood, are creating a new pipeline to “Silicon Valley” jobs.
Understand that when I talk about “Silicon Valley,” I’m referring to the tech industry, not the place. I’ve been yelling about the “brain drain” in Mississippi for years now. No, it doesn’t do the state any good to develop human capital in the form of highly educated workers, only to have them leave the state. That’s the biggest challenge here, and where we run into the most resistance. To this, I’ll make the following rebuttal:
- You have to accept the fact that you will inevitably lose some of the people that you educate. But it’s a numbers game. The more people you can expose to skills that command high wages, the more you will also KEEP in state. But…
- We still have to do our part to make sure we are keeping as many as possible. Mississippi tech companies are ready, willing, and able to hire developers. It saves them time, money, and ultimately increases profits. But we have to make sure that a pipeline is established between industry and programs that can serve as a conduit for our Mississippi knowledge workers.
It really is a perfect combination of demand-side and supply-side economic theory. In-state companies have the need RIGHT NOW for new developers. The more these companies are able to grow based on their talent pool capacity, the more spin-offs, start-ups, and related tech companies will want to call Mississippi home. And they will be much more apt to do so because we are building the capacity to have the SUPPLY of knowledge workers necessary to make these enterprises successful.
The issue has always been that a large swath of Mississippians who are place-bound – either by choice or situation – haven’t had many options for upwardly mobility. The “remote” economy has turned that paradigm on its head. A 20-year-old in Clarksdale can write code of the same quality as someone in Cupertino. The compensation our Clarksdale coder makes will go a lot farther here than in the Bay Area, as well. So there’s incentive to stay. As that person stays and adds to the local economy, additional revenue flows in which can in turn be used to fund infrastructure, education, and other projects necessary to produce an environment that attracts additional commerce.
With this strategy, we may have hit on the secret sauce that snowballs our way out of the economic doldrums.
A project my agency helped to found – Kids Code Mississippi – has partnered with the non-profit Springboard To Opportunities organization to launch a summer-long coding academy for kids living in federally subsidized multifamily housing units across Mississippi. Concurrent with this Cyber Summer program, we recently held¬†”two gen” workshops at two apartment complex locations in Jackson, Mississippi. One was for mothers/daughters, the other for fathers/sons. At each of these events, we had a guest speaker address the young people who were participating. Sheena Allen, founder of Sheena Allen Apps, spoke to the girls’ group. Terence Williams – the only Mississippi-based app developer to be invited by Apple to the 2016 World Wide Developer’s Conference – spoke to the guys.
These are two young Mississippians who are successful and building their businesses in Mississippi, whom I personally admire. The are literally the picture of how Mississippi can become a hotbed in the 21st century knowledge economy. It is an inspiration for our kids to see that people CAN do it, and can do it here. The snowball gets a little larger…
The “Hack2Gen” workshop attendees we recently held for Kids Code Mississippi.
The Big Mo
The Base Camp Coding Academy is incredible. It is a life-changing opportunity, and potentially a model for Mississippi leapfrogging other regions in the knowledge economy. Programs like Kids Code Mississippi continue to generate awareness of the opportunity that exists for all Mississippians, and especially among communities who need opportunity the most. To its credit, the Mississippi Department of Education has been aggressive in implementing its CS4MS pilot program to get computer science incorporated into public school curriculum sooner rather than later. It feels like we have a lot of momentum. It feels as if Mississippi isn’t behind the curve, but maybe in some ways actually leading it. Let’s keep it going.
My plea to fellow Mississippians – let the kids who are interested in digital skills know how important what they are doing is for all of us. It is tough for an 18-year-old to grasp the concept that they hold the key to changing the fate of an entire population. We send kids of the same age to foreign lands to protect our freedom. Let’s not diminish the contributions of those who are taking steps to create an economic environment that is growing and vibrant. We’re all in this together, and we’re only as strong as our weakest link. Tired and cliched, but ever so true.
#Create4Good #Create4MS #Code4MS
Monday, 3/14 (yes, Pi Day), MWB partners Randy Lynn and myself hosted a session to brief lawmakers and leaders on the future of computer science education and related workforce opportunities in Mississippi. The event was held in partnership with the Fast Forward Mississippi and Kids Code Mississippi initiatives and co-sponsor, C Spire.
Speakers included Governor Phil Bryant, Deuce McAllister, Senator Brice Wiggins and representatives from Code.org, C Spire, the Mississippi Department of Education, and the Mississippi Children’s Museum.
You may be wondering why an ad agency is working pro bono to promote computer science education. There are three reasons:
First, we love Mississippi and want to see our state succeed in every way possible. Workforce development and, in particular, strong education outcomes are critical to a brighter future for our state and its residents.
Second, we believe that technology will only become more important to our state’s economy in the future. At a time when other states and many foreign countries are increasingly requiring that students learn coding, the language of technology, we can’t afford to look the other way. We can, however, take steps to jump ahead of the curve.
Finally, we recognize that children are, very literally, our state’s future. It is well documented that students who are never exposed to computer-science concepts are less likely to pursue and succeed in technology-based career paths. They’re less likely to qualify for higher-wage jobs in the future. They’re less likely to start up innovation-based companies. They’re less likely to become technology makers, not just technology users.
We don’t expect our support of computer science education to have an immediate payoff for our agency ‚Äì we’re taking the long view here. MWB has been in business in Mississippi for more than 45 years. We want to help make sure the next 45 years are even better for all Mississippians.
Like I’m sure so many Americans have done by now, this weekend witnessed the final usage of one of the Christmas gift cards I received. Ok actually it was an Amazon gift card I received as a thank-you from FNC for being the kickoff speaker for their Forge hackathon event in December. So with purchases complete, we had $1.05 remaining on the card. I wondered what could make a good donation for $1.05? Nothing. But how many gift cards are floating around out there unused with just a c0uple of bucks left on them? Why not bundle them together and put toward something that does good – say the Fast Forward Mississippi project, Kids Code Mississippi?
That is precisely what we’re launching. The <cards4code> project. Send your gift cards with their unused portions to Kids Code Mississippi and we will use to purchase hardware/software for underserved Mississippi students participating in extracurricular computer science/coding education activities. Any gift cards from retailers who carry electronics or computer software are acceptable. We’ll keep you updated as to what the project is able to purchase.
Gift cards may be sent to:
Fast Forward Mississippi – Kids Code Mississippi Project
18 Northtown Drive
Jackson, MS 39211
And thanks to FNC for being the unknowing but initial contributor to <cards4code>!
Our agency is the founding entity of the Fast Forward Mississippi initiative, which is dedicated to reversing the loss of Mississippi’s intellectual capital (brain-drain), and helping to develop a knowledge-based workforce for the 21st century. One of the signature projects of initiative is Kids Code Mississippi. As you can probably guess, Kids Code MS focuses on digital literacy awareness and promoting digital skills (coding) among Mississippi youth.
On May 2nd, through Fast Forward and Kids Code MS, we helped to organize and produce the first full-day “hackathon” for high school students, at Terry High School. You can read about the event at the links below.
We would just like say “thank you” to the valuable partners what helped make the event possible: SchoolStatus, C Spire, and JAWAD (Jackson Area Website and App Developers). And a special thanks to Ms. Mehreen Butt, a passionate Teach for American Mississippi Corps. member who see the unbridled potential in our kids. Stay tuned for more in the #DEV4MS series.
Jon Mattingly is the co-founder of Kodable, an iOS app that teaches basic computer programming concepts to young children.¬†We talked about the Kodable app, why kids should learn to code, and the potential computer science education offers for economic development in Mississippi.
Tell me about your background. How did you get interested in programming computers?
MATTINGLY:¬†I actually learned BASIC, an old programming language, when I was about six or seven. I had this old Windows 3.1 computer my parents let me use. So I started playing around with that and I found BASIC. As I got older, I wanted to start a company and I realized how important programming was so I picked it back up and kept running with it.
Did you study programming in college?
MATTINGLY:¬†I went to the University of Louisville to play football as a walk-on there for a couple of years. I was in the business school and interested in entrepreneurship, and I just wanted to start my own company. I realized that if I wanted to start a tech company,¬†I shouldn’t outsource it‚ÄîI needed to know what I was doing. That was around my junior or senior year. It was already too late to change my major at that point, so I got an entrepreneurship minor and taught myself programming on the side.
How would you describe Kodable?
MATTINGLY:¬†It’s an iPad app that teaches kids the fundamentals of programming. We teach kids logical thinking. We teach them to think critically. We teach them to problem solve. We teach them to think like a programmer.¬†You need to know how to come up with solutions to problems‚Äîyou take a set of conditions, a certain situation, and then create a solution to that problem. Another thing that’s pretty simple to understand with Kodable is you just have a maze. You give your fuzz [game character] instructions to get through the maze.
How did you come up with the idea for your app?
MATTINGLY: I had¬†an initial idea for an online rewards program, called Surfscore,¬†for web apps, and it didn’t really work out too well.¬†Later, we were talking to some parents, and they kept mentioning how they wanted to teach their kids how to program. So, we decided it sounds like there’s something here. With my history of learning to program when I was so young, we decided to take it and run with it.
You have a co-founder, Grechen¬†Huebner.¬†How has it been to have a female co-founder in the male-dominated tech industry?
MATTINGLY: It’s been great for our company. She loves what she does. Her personality is evident in Kodable. I always tell her that there’s no way a programmer like me could make something that looks as good as Kodable because she doesn’t come from the “head down in a text editor, programming” mindset.
Grechen is really passionate about getting more girls involved and has really tried hard to make a product that looks attractive to both genders. We‚Äôve actually got more girls using Kodable than guys. Over half of our users are girls right now, and I think a lot of that is because you can see her personality and her drive reflected in the app.
Kodable is designed to teach programming concepts to kids as young as kindergarten. How quickly do kids that young pick it up?
MATTINGLY:¬†We‚Äôve actually had kids as young as 18 months using Kodable, which is amazing to us. The best age range is from five to eight.
Some kids, especially ones who‚Äôve grown up on iPads with parents that are pretty tech savvy, ¬†just get it. Right away, they‚Äôll be zooming right through all the levels and they can finish it pretty quickly. But if they haven’t been exposed to the thought process and the thinking, then usually it takes a little longer. But kids tend to pick it up, either way, pretty quickly. It doesn’t take much longer than, say, five or ten minutes for a kid to figure it out.
Why do you think young kids should be learning these programming concepts that your app teaches?
MATTINGLY:¬†It’s like learning a language. If you start learning a language too late, it’s hard to pick it up because your brain does most of its development before you‚Äôre 12. With young kids, their minds as still open‚Äîthey can learn how to think critically¬†and problem solve. And the earlier you can start kids learning that, the better off they‚Äôll be with it later in life.
It doesn’t mean they have to become a programmer. But it can help kids in so many different ways just by teaching them when they‚Äôre still young and their brains are more receptive. They‚Äôre like sponges. They just pick up everything.
I understand the app has been piloted in some schools?
MATTINGLY:¬†Yeah, we‚Äôre being used in quite a few schools. It’s numbering in the hundreds now, maybe even thousands. They end up finding out about us through word of mouth, and we try to maintain relationships with as many schools as possible. I email everyone that signs up for the Kodable learning guide. I email them personally and talk to them to see how they‚Äôre doing and make sure that everything’s going alright.
Our focus has been to help people teach with Kodable. Because a lot of these teachers, they want to teach programming because they realize how important it is. But they don’t actually know where to start. So our goal has been to demystify the process in a more adult-friendly way and relate actual programming to what we do in Kodable. So teachers can see how you‚Äôve got this concept in programming‚Äîmaybe it’s functions‚Äîand we explain how functions are used in actual programming. And it’s catered toward Kodable specifically. It’s not like a programming textbook. You know, famously, programming text books take you through one chapter of really guided stuff and then they just drop you off a cliff and then teach you all these crazy concepts and you just give up because it’s so frustrating. You want to make sure that adults can see it’s not as hard as some people might think it is.
How has the reception been from teachers? What kind of things are you hearing?
MATTINGLY:¬†One of the best things that we‚Äôve been hearing is that kids that use Kodable are farther along and have it easier when they move on to products like Scratch that are targeted to older age ranges.
I had one person who emailed me about the Hour of Code. One of the apps that their school was using was Light Bot. That person’s child was the only one in the entire class who understood some of the material that they were teaching. Because he‚Äôd been using Kodable already, he was actually able to go out and help the other kids, to teach them how to do it.
Can a state like Mississippi that has relatively few tech companies, and many challenges related to education and poverty, benefit from teaching people how to program computers?¬†
MATTINGLY:¬†I think it could be huge. One of the best things about computer science is it’s become so cheap to program and to make apps. You know, you don’t really need a whole lot of money anymore to start a company or become a programmer. The Raspberry Pi costs $35. You hook up a keyboard and a TV to it, and you can program and make apps.
There are so many resources right now for learning how to program.¬†Just the other day, there was an article about a homeless guy who learned to code and he put an app in the app store. So, if you want to learn, there’s really no excuse why you can’t.¬†You want to focus on finding something you love‚Äîa problem that you want to solve‚Äîand build on it, make it better, make that problem go away for you.
How important is it for schools in Mississippi to teach coding?
MATTINGLY: It’s a tidal wave that’s coming and you don’t want to be left out. The UK is actually mandating programming education for the entire country starting next year. Every child in China learns programming. And, you know, it’s happening in America, too.
Parents see how important this is. Over 18 million people participated in the Hour of Code. It shows that people want computer programming to be taught.
Mitchel Resnick, PhD, is a LEGO Papert Professor of Learning Research and¬†director of the Lifelong Kindergarten Group at¬†MIT Media Lab. His research group developed the “programmable brick” technology that inspired LEGO MindStorms robotics kits. More recently, the group developed Scratch, a popular programming environment for kids.¬†Dr. Resnick received the 2011 McGraw Prize in Education and was listed by Fast Company as one of the 100 Most Creative People in Business.
We spoke about the importance of creative learning, effective strategies for digital literacy, and the impact of initiatives to introduce computer science into more classrooms.
Dr. Mitchel Resnick. Photo by Joi Ito.
What is the Lifelong Kindergarten Group?
RESNICK: My research group, the Lifelong Kindergarten Group, develops new technologies and new activities to engage people in creative learning experiences. So we help people learn through designing, creating and expressing themselves.
We call the group Lifelong Kindergarten because we‚Äôre inspired by the way children learn in kindergarten. In the classic kindergarten, children are constantly designing and creating things in collaboration with one another. They build towers with wooden blocks and make pictures with finger paints‚Äîand we think they learn a lot in the process.
What we want to do with our new technology and activities is extend that kindergarten approach to learning, to learners of all ages. So everybody can continue to learn in a kindergarten style, but to learn more advanced and sophisticated ideas over time.
I understand there’s a long history at MIT of using computers as a tool for education.
RESNICK: It goes all the way back to the 1960s with Seymour Papert, who started working on the Logo programming language. It was a way for kids to be able to write computer programs to control things. Now, at the time, most people thought it was crazy because computers cost hundreds of thousands of dollars. But Seymour recognized that computers were going to become less expensive and would proliferate throughout the world. So he saw there was an opportunity to use computers as tools for young people and that young people would have access to that technology. He knew that the best experiences would result from¬†not just using computers to deliver information, but¬†letting kids take control of the technology so they could create things.
Seymour would say it’s important that you don’t want the computer programming the child; you want the child programming the computer. You want the child to be in control. So Seymour started these ideas all the way back in the 1960s. His ideas then started to get out into the world when personal computers became available in the late 1970s into the 1980s. The Logo programming language became one of the most popular ways children were using personal computers in schools in the 1980s.
I was deeply influenced by Seymour. He was my most important mentor, and I continue to be inspired by his ideas about children learning by designing and creating things. Our work on LEGO Mindstorms and¬†Scratch were deeply inspired by the ideas from Seymour Papert.
Why is it important to provide kids with opportunities for creative learning?
RESNICK: The process of making things in the world‚Äîcreating things‚Äîit provides us with the opportunity to take the ideas that we have in our mind and to represent them out in the world. Once we do that, it sparks new ideas. So there’s this constant back and forth between having new ideas in your mind, creating things in the world, and that process sparking new ideas in the mind which lets you create new things. So it’s this constant spiral of creating and generating new ideas.
We live in a world that is changing more rapidly than ever before. Things that you learn today could be obsolete tomorrow.¬†But one thing is for sure: People will confront unexpected situations and unexpected challenges in the future. So what’s going to be most important is for kids to be able to come up with new and innovative solutions to the new challenges that arise. That’s why it’s so important to develop as a creative thinker. Just knowing a fixed set of facts and skills is not enough. The ability to think and act creatively will be the most important ingredient for success in the future.
You‚Äôve spoken about “learning to code” versus “coding to learn.” What’s the difference?
RESNICK: Many people are starting to get interested in learning to code, or learning to program computers. One reason a lot of people are interested is because it provides opportunities for jobs and careers because there’s a growing need for professional programmers and computer scientists. So that’s one reason for learning to code‚Äîthere really is a need and there are economic opportunities.
But I think there’s a much bigger opportunity. I often make the analogy to learning to write: Some people who are learning to write will become professional journalists or novelists, however most people aren’t going to make a living just through their writing. But we still want everyone to learn to write, because once you learn to write, it lets you organize your thinking, and it helps you express your ideas in new ways. I see it as being the same with coding. Although coding does provide some economic opportunities for jobs and careers, I think the most important reason for learning to code is it lets you organize your ideas and express your ideas.
Coding lets you learn many other things. So that’s why I think what’s most important is not just learning to code, but coding to learn. As you‚Äôre learning to code, you‚Äôre learning many other things.
What kinds of skills does coding teach?
RESNICK: You learn how to organize your ideas. That is, you take complex ideas and break them down into simpler parts: How to identify problems and then “debug” the problems. How to take the ideas of others and reformulate those ideas to meet your needs. Those are all common things that people do when they‚Äôre coding. But those are also common things you do in all types of problem-solving activities and design activities.
Even if you‚Äôre doing something that has nothing to do with coding‚Äîif you‚Äôre organizing a birthday party for a friend or developing a new marketing plan for your company‚Äîyou use some of those same ideas. So those approaches, which you can learn through coding, can then be applied to all different kinds of activities both in your personal life and your work life.
Should every child learn to code? Should coding be a school subject like algebra or chemistry?
RESNICK: I do think every child should learn to code, and I would approach it similarly to writing‚Äîthe same way we teach children to write and then let them use their writing in all other courses. You learn to write and then use your writing in writing book reports and writing science reports‚Äîyou use it in all other subjects. And I think similarly, it would be great for all kids to code and then use that knowledge in many other classes.
Events like Hour of Code have raised the visibility of coding and given people an opportunity to get some sense of what coding is all about. But it only will be meaningful if there’s a follow-up and follow-through. If people take that initial spark and turn an hour of code into a day of code or a week of code or a month of code where they continue to explore the possibilities of coding.
So it’s the same thing. If you just spend an hour learning to write, it wouldn’t be so useful. On the other hand, if that sparks your imagination and then you continue to do more things with it, then it becomes meaningful.
How is Scratch changing the way people think about computer programming?
RESNICK: We emphasize that Scratch is a way to express yourself creatively, to express your ideas. It’s also a social activity: You can share your projects with others and learn from what others are doing. Many other organizations that are trying to help people learn to code don’t focus on those ideas. They often are just focused on students learning the concepts of computer science or learning how to solve puzzles with programming.
We take a different approach with Scratch. We see Scratch as an opportunity to express yourself creatively and to work collaboratively. I think it’s really important to have that as a core underpinning for what coding is about. Our ultimate goals with Scratch are to help young people think creatively, reason systematically and work collaboratively. We think those skills are incredibly important in today’s society.¬†
In Mississippi, we have some big challenges relating to education and poverty. Can computer science be a game-changer for us?
RESNICK:¬†I think it’s always dangerous to assume that there’s any one thing that’s going to make a big cultural change. But it could be one element.
Before you can think about changing living standards, you need to change learning standards. I think computer science provides new opportunities to help people become better learners. I think the thing that’s going to guarantee success in the future is people¬†developing as creative thinkers and creative learners. Doing creative work with technology through learning to code is one pathway to that. It’s not the only pathway. But I think what’s probably the most important thing is having young people grow up with opportunities to think and act creatively. That’s the key.
Would you say that computer science can engage students that may otherwise be not that interested in school?
RESNICK:¬†I do think it’s incredibly important to build on young people’s interest. People are going to be most interested in learning when they‚Äôre working on things that they really care about. The computer, if it’s used the right way, has the opportunity to engage kids in doing things that they really care about. But I want to add that doesn’t happen automatically. The computer can also be used in a way that kids won’t be interested in.
So it’s not just about using the computer‚Äîit’s the way in which it’s used.
There aren’t very many credentialed computer science teachers out there. Are credentials necessary for teaching computer science to young people?
RESNICK:¬†I agree with you that there’s a challenge. Many teachers don’t have much background in this area. I think further into the future, we‚Äôll get more teachers over time with more expertise. But, for now, I think there are great resources for teachers to learn enough to help young people get started with coding and using computers in creative ways.
I would also encourage schools to support teachers in learning new things so that they can help support these young people‚Äîand also hiring new teachers who can bring new expertise into the schools.¬†This isn’t going to happen overnight. It’s a long-term process.
How should K-12 schools approach the teaching of computer science?
RESNICK:¬†We should make sure all subjects are taught in a way where kids get a chance to learn through creative expression. And not just computer programming. In a science class or physics class or biology class, teachers should allow students to have creative learning experiences.¬†
We should rethink all school subjects so there are opportunities for children to learn by designing, creating, experimenting and exploring. That’s also true when we use computers. We should use computers to design, create, experiment and explore. But we should apply those ideas to all classes and all media.
So you‚Äôre saying more hands-on learning?
RESNICK:¬†Well, it depends on what you mean by hands-on. I would emphasize learning by creating and experimenting. If you put your hands on something, and you‚Äôre just following the instructions to build a model, then that’s not a very good activity even though your hands are involved. What’s important is to give kids the opportunity to create things and experiment with things, to use their imaginations and to think creatively.
What are your thoughts about getting more women and minority students involved in computer science?
RESNICK:¬†I think that’s linked to what we talked about earlier with supporting people and building on their own interests. Often, in all school subjects, including particularly computer science, you‚Äôre taught in one way which might be appealing to some people but not others. We need to make sure we provide multiple pathways into activities.
For example, when we developed Scratch, we made sure that people can use Scratch to do all types of different things. You can make a game, you can make a story, you can make an animation, you can compose music. That’s because different kids have different interests. If we only had computer programming for making games, that would be appealing for some kids and not for others. We wanted to be sure to provide multiple pathways so that kids from all backgrounds and all interests are able to follow their interests and become creative learners.
Cameron Wilson is the COO and VP of government affairs at Code.org.¬†We spoke about Code.org’s work to expand computer science education in the U.S., including their wildly successful Hour of Code initiative. Currently more than 24 million students have participated in the Hour of Code’s online tutorials.¬†We also talked about the prospects for expanding computer science education in Mississippi.
Interested in joining the movement? Be sure to visit Code.org’s website to get the facts about the current state of computer science education in Mississippi.
Code.org: “What Most Schools Don’t Teach”
You have celebrities, business leaders and¬†politicians from both sides of the aisle speaking out for¬†computer science education. How did you get such widespread support?
WILSON: I think everybody recognizes that, for our country to lead in the world, we have to lead technology-wise. All of the technology that surrounds us on an everyday basis has its roots in computer science, and everybody recognizes that. The political leadership of this country, I think they‚Äôre willing to use the bully pulpit to bring that message to schools and to students.
From a corporate perspective, the issue businesses face on an almost daily basis is hiring problems. They need more people that are software engineers, that have a background in computer science to create the applications that they need. And it’s not just the tech companies. Everybody sort of thinks that this is a Microsoft problem or a Google problem. Those companies hire a lot of technology workers, but 70% of the jobs are actually outside the IT field in jobs like manufacturing, the service industry, finance, banking. Computer science is at the core of a lot of services they offer, so that really brings together the corporate community in a huge way.
Were you surprised by how many people participated in Hour of Code?
WILSON: It was amazing. Our goal was to get 10 million students to take the Hour of Code, and we ended up with that within the first three days. We had 18 million by the end of the first week.
The unbelievable reach‚Äîteachers getting it into their schools, students participating and parents engaged‚Äîwas more than we could have hoped for after basically coming up with this idea in July and trying to market it to schools. So it really did explode, and we were incredibly happy at the response.
About half of the participants were girls, another amazing statistic when you consider how many girls have participated in computer science in the past. So all of those things were really heartening.
The data is amazing. But, to me, the most gratifying piece is the outpouring of stories from teachers about how they had never experienced anything like this before. They had students working together. They had entire schools that were participating. They had kids coming back and asking for more.
I think, from our perspective, it really showed not only the capacity for our teachers to really take and run with something like the Hour of Code, but just the massive amount of demand that students have for learning about computer science and creating this kind of technology.
The schools that didn’t take part in the Hour of Code ‚Äì what do they need to know?
WILSON: Number one, they can do it any time of the year, and they can do it next year ‚Äì we‚Äôre starting the planning for next year. Number two, they can immediately engage students with computer science education through the blended learning course for K-8 students that Code.org offers.¬†
We have about 500,000 students participating in the K-8 program and 10,000 teachers that registered these students, which makes it one of the largest computer science programs in the entire country. So there’s lots of things that schools can do starting now, whether it’s in school or after school. Parents can do it at home, too.
How much demand is there for computer programmers right now?
WILSON: The demand changes from state to state, but it’s usually like two to five times larger for computing than it is for the average of all other occupations. And then nationally, it’s about four times greater.
Computing is a Bureau of Labor Statistics category, so that encompasses a fair number of jobs that are all computing related. So software engineering, both on the applications and operations side, and programmers are the biggest elements of it. But there’s also networking engineers and database engineers that are part of it, as well.
One of the things we point out is, whether you‚Äôre going to go into any of those broader IT fields or software engineering ‚Äì¬†or really any field nowadays ‚Äì¬†a computer science component at the K-12 level helps provide a really strong foundation for the fundamental knowledge you need.
If you look at projected job growth in STEM-related fields, about 70% of the new jobs and about 50% of total jobs are in computing-related fields.
There’s been a shift in looking at computer science as a “vocational” skill to more of a “foundational” skill. Why is that?
WILSON: I think it’s a bit of both, really. We definitely view it as a foundational literacy for the 21st century. All of the things that you get from computer science, whether it’s understanding how the technology works or it’s actually understanding how to think about problem solving in creative ways ‚Äîhow to deal with data and information‚Äîall of those things are really critical for lots of different jobs.
So, for example, a lawyer nowadays might be faced with a privacy lawsuit where he needs to understand how encryption works or how data transfer across the Internet works. I‚Äôm not saying he needs to know the nuts and bolts of it, but he needs to have a basic understanding.
Additionally, computer science provides critical-thinking skills and data-analysis skills that are sort of unique in science. So that’s why we consider it to be foundational for lots and lots of different fields. It’s just something that every student should be exposed to.
If you continue on a pathway in your career by taking more computer science classes and get a computer science degree, there are lots of great jobs out there. There’s the knowledge component and the skills component.
How can Mississippians become advocates for computer science in our state?
WILSON: The first thing is to organize ‚Äì build a community of people who understand the issue of computer science education and want to improve it in the schools.
Connect with educators. With the school districts that are offering great quality computer science programs, you can use them as models to scale up. And then engage with policymakers with the “make it count” agenda, which is trying to make computer science count for math or science credit. That can either be done at the state level or locally and often both. That’s the first step on the pathway toward expanding computer science education. But then they can work with school boards ‚Äì¬†either the state school board or their local school boards ‚Äì¬†to begin a conversation.¬†
One of the things Code.org is trying to do is to expand the number of teachers that understand the content knowledge. So we have announced partnerships with multiple districts in the country where we‚Äôre actually offering professional development for teachers around our Exploring Computer Science Curriculum and Computer Science Principles Curriculum, and our K-8 curriculum.¬†
So we expand the number of teachers that are out there and expand the number of schools that are offering it. All of those things can be pushed locally as well. I think that would be the major task to any community organizer to help build capacity and infrastructure around that issue and then going off and talk to local school boards, talk to legislators, allow the big issues and the need to understand computer science education in this way.
How do the school district partnerships work?
WILSON: Code.org will enter into a partnership with school districts around the country. We‚Äôre just finishing up districts where we‚Äôre going to be putting in courses for 2014.¬†
Basically, what we will do is offer to pay for all the teachers’ professional development for computer science courses. We pay stipends for teachers to go through the professional development program. We give all the curriculum away for free to the school districts. And then we handle all the workshop logistics for professional development, both for the online development and in-person.¬†
So that’s what we do on our side. The expectations for the district are that they will put these courses into place, the teachers who go through the professional development program will actually teach the course, and that they will continue to expand computer science offerings within their school district.
That’s the overall approach we take on the education side to help initialize the system to have more computer science education. And then, hopefully, it becomes part of what administrators value, what principals value and what superintendents value, so that it just becomes part of the everyday educational experience.
You’re working to get states to count computer science as a math or science credit, rather than an elective, for high school graduation. Have you run into any resistance to this idea?¬†
WILSON: For the most part, we‚Äôve taught education in this country for 150 years or so roughly in the same way. When new subjects like computer science come into the education mainstream, there’s often not a very good picture about how to treat that subject. I think there’s a growing recognition and general acceptance that computer science should be part of a student’s general experience or part of the core subjects that students should expect to be exposed to. We‚Äôve seen very little resistance to that idea. The question really comes down to how you implement those programs at the local level.
We‚Äôre up to 17 states plus the District of Columbia that allow computer science to satisfy a math or science credit. And that’s just largely been an awareness effort. Since we‚Äôve really focused attention on this in the latter half of 2013, we‚Äôve had five states change their policies, either from a legislative or a regulatory perspective. And that’s happened in red states, blue states, from a variety of actors. So you see wide support for it because it’s really just making people understand and be aware that computer science should be treated as part of the core.
Who ultimately makes the decision about graduation credits?
WILSON: Each state is different, and each state handles graduation requirements differently. Take the state of Washington, which took a legislative route that was passed by the house and senate and signed by the governor with huge bipartisan support. They legislated that local school boards would have to treat computer science as a mathematics or a science credit depending on how the local school board wanted to implement it. So that’s the legislative route.¬†
Maryland passed legislation earlier that called for the state board of ed to review their overall graduation requirements for mathematics. But in the process of going through that, the state board of education added computer science to the mix for allowing it to count toward a mathematics credit. So that’s a regulatory route.¬†
If you look at Tennessee, they were another one where the state board of education simply passed regulations to make the shift. So it depends on where the levers of power lie, and it depends on whether there are actually statewide graduation requirements.¬†
Take a state like Colorado. Colorado is a completely local-control state. They don’t have any statewide graduation requirements. So you actually have to go district by district to have this discussion.¬†
What are the next steps for expanding access to computer science in the states?
WILSON: Code.org’s goal is to expand access to computer science education for all students. So, from our perspective, that means making sure that states have good professional development programs for computer science, that school districts are actually putting in high-quality computer science education courses, that the state has standards that help define and frame what computer science education should look like at the local level, and then, additionally, that states have teacher certification programs that are connected to content knowledge.
We understand the importance that innovation and creativity play in creating an expanding and thriving economy. As 2014 has been proclaimed the Year of the Creative Economy, we want to emphasize how important creativity and creative thinking will be beyond what is traditionally thought of as “creative” jobs. Mississippi is rich in art and architecture, music, writing, and fine art compositions of all sorts. We are equally as creative in our approach to innovating business and industry.
Examples abound. Recent ones. Dr. Hannah Gay thinks outside the box at University of Mississippi Medical Center and implements an HIV treatment regimen that will likely one day prove to save millions of lives. Academics in Oxford have an idea for a software product that literally revolutionizes the mortgage origination business: Thus is born FNC, one of the fastest growing private companies in America. Also on that list is Bomgar, an IT support technology that is the brainchild of a few college students and which has grown to be a model of the digital economy. This creative innovation extends to large corporations, as well. Mississippi’s energy and aerospace clusters are second to none. As Governor Phil Bryant often says, “Man may walk on Mars, but he’ll go through Mississippi to do it.” Virtually every commercial airplane operational in the world today contains a component that was either produced or tested at Mississippi facilities.
How do we ensure that creativity and innovation drive our economy even farther, faster? How does Mississippi effectively position ourselves to be a leader in the 21st Century knowledge economy? As we celebrate 2014 as the Year of the Creative Economy in Mississippi, we believe that we must take a creative look at how we are preparing our youth to win in the world of tomorrow.
Just prior to 2014 being declared the Year of the Creative Economy, the month of November, 2013 was proclaimed as “Mississippi Innovation Month.” A series of events throughout the month highlighted the creative and innovative things happening in Mississippi’s public and private sectors. As one event for the month, MWB teamed with the Mississippi Department of Education and Innovate Mississippi to host a series of coding workshops at schools across the state. Through a partnership with Highland Elementary School in Ridgeland and Ridgeland-based IT company Venture Technologies, one of the workshops focused on training educators in how to teach coding to elementary students. We believe that in order for Mississippi to lead in the new economy, we must ready a workforce familiar with the digital skills that will likely dominate it. Hence, our commitment to the initiative.
Through their participation in a national contest sponsored by Code.org, Highland Elementary was actually awarded $10,000 and spent the week of December 9th participating in an “Hour of Code” initiative. (See story here). The purpose is ultimately to draw attention to the kinds of digital skills education that will ensure Mississippi maintains a highly competitive workforce well into the future.
The simple fact is that innovation, education and creativity cannot be separated. The most creative among us are the most influential innovators, and vice versa. A creative solution to 21st century workforce and economic development likely means incorporating things like coding into our educational system.
We should all be proud that Mississippi is taking a leading and visible role in this effort. For more information on how you can get involved with Mississippi’s Creative Digital Skills Education initiative, please contact us.
We’ve been on a kick lately for advocating teaching coding in Mississippi elementary schools. So much so that we partnered with a few other innovative Mississippi companies and helped implement a Saturday Hackathon. As a company vested in the continued economic development and expansion of knowledge-based ventures, we believe that exposing kids to coding in 2013 is tantamount to teaching the basics of industrial mechanics in 1913. A working knowledge of coding is likely to become a valuable part of the resume, regardless if the direct job acquires coding or not.
There’s no better way to back this up than to see what an important part coding and development is right now in our growing economy. Oxford-based FNC, Inc. was the first company to develop an IT solution in the mortgage origination market. Since their founding, the company’s growth has skyrocketed. FNC has been on the Inc.com list of fastest growing private companies multiple times. The company put together a video of staff members discussing some the the innovative projects that they’re working on. Watch and get a better understanding of how incorporating coding into education would be beneficial.