I tweeted this last week and it went proverbially viral.
At the time of writing it is heading towards 90,000 impressions on Twitter. It feels a bit odd that it’s got so much traction, but as a wise friend commented, people like a nice story. So here is a little more about it. I tweeted it because it brings together a number of things I’m think are important and I wanted to show the impact institutions, practices and tools can have on one child. I’m not an advocate for universal coding education, as I discuss here, but here’s what happened in the instance of this little boy.
When my twin sons were 6 we got them books on inventions and computers and coding. When we read through the inventions book together, I’ll admit, I editorialised a bit on why so many inventors seemed to be men. One of my sons took a lot of interest in binary code, unicode and algorithms. Underneath one of the lift-the-flaps in the computing book, was Ada Lovelace.
Later that year I attended a fantastic Ada Lovelace day at the University of Edinburgh and when I got home I showed my photos of the Lego Ada set to my children. This peaked their interest and they began to join the dots in the information they had. Meanwhile they were getting amazing support in learning to read at school and had been benefiting from the Scottish Book Trust’s Bookbug bags with free CDs and books since they were babies. Without reading skills as a foundation, none of this would have happened. To encourage my son who appeared to have interest in code, we got him a Raspberry Pi for Christmas. Our local library in Newington provided a supply of books on Scratch, drawn from libraries across Edinburgh and he worked his way through them. They have no overdue fines for children’s books, thankfully.
Then after Easter he was assigned a project at school to give a short Powerpoint presentation on someone who inspires him. He, quite logically, worked out that as he loves to code and coding exists because of Ada Lovelace, therefore she should be his person. He searched for some images and read up on her some more. He included screenshots (see image below) of Scratch, to demonstrate to his classmates how an algorithm works. He practised, standing tall with a clear voice – something he would never have been able to do a few years ago. I have to credit the school with this as he has consistently been given support to develop his confidence in public, even when this was difficult for him.
Afterwards he was happy with how it went and his classmates wanted to know more about Scratch. A day later when he came out of school, he whispered to me that at school assembly he’d been made ‘star of the week’. On further probing I discovered he had been asked to get up and speak more about his presentation and to explain what Twitter is – that Tweet had been around the world a few ten-thousand times by stage. The school has asked him to participate in the school fair showing other children how to use Scratch. He is learning that what started as a solitary pursuit is something he can share and even teach. For someone who has times where he struggles with the emotional ups and downs of life, this is a massive boost. It doesn’t solve everything, but it is something that is all his.
His twin brother has different pursuits and aptitudes, equally interesting and inspiring. Just different. He might explore coding more at another time, or maybe not. Interestingly, they get on better with each other the more they carve out their own niches. They are privileged to have access to the skills, support and tools so they can pursue these interests. While are still young enough to pay attention to me, I try to point this out to them and the responsibilities that go with that privilege. Just as one demonstrated that it is perfectly normal for a boy to have a role model who happens to be female, the other insisted his piano teacher edited a piece of music thus, to “make it fair”:
They continue to surprise me.