Page 10 - EngineerIT November 2021

ICT EDUCATION

Coding Unplugged

By Prof Jean Greyling*, Acting HOD, Department of Computing
Sciences, Nelson Mandela University.

n light of the ongoing Fourth Industrial Revolution (4IR) and
the shortage of relevant skills in South Africa, the government
Iis actively driving the introduction of coding and robotics in
schools from Grade R onwards. An investigation of the published
draft curricula shows a heavy reliance on the availability of
computers, other technologies (e.g. robots, circuits), as well as
teachers with a solid understanding of topics such as coding
and electronics. For industry it is critical that the teaching of
coding in schools is a success, cultivating the skills pipeline into
higher education, and thus increasing the number of software
developers desperately needed by our economy.

Widening digital divide
Any coding and robotics curricula implemented in South
African schools that fail to take into consideration the above-
mentioned realities, will be in danger of actively widening
the digital divide found among schools and learners in the
country. A reported 16,000 schools do not have computer
laboratories. Furthermore, most of these schools are classified
as “non-fee paying,” which implies that they do not have the
available budgets to spend on the installation of computer
laboratories and the purchase of expensive equipment. It is
estimated that, on average, it will cost one million rand per
school to supply the 16,000 schools with internet-connected
laboratories. Robots that are often suggested as suitable for Prof Jean Greyling
teaching coding can cost up to R7,000 each, with a maximum
of only five to six learners effectively being able to interact
with such a robot at one time. In addition to technological poaching). TANKS and BOATS coding kits were developed for mainly primary
challenges, few teachers have adequate coding training to schools, complementing the apps with additional lesson plans and other
properly introduce learners to conventional coding languages resources. Over 500 of these kits have been distributed to schools across
such as HTML, Python and Java. A further challenge is the country.
the availability of staff with enough technical knowledge In 2021, the project has evolved into the bigger Unplugged Coding
to maintain computer laboratories. The poorly managed, project. In addition to not being reliant on computers, various other
improperly functioning laboratories found at schools across objectives were set for the project. These include not needing electricity
South Africa are a stark reminder of this reality. or internet connectivity, which is relevant for the many schools we want to
impact. The fact that, while teachers do not need any coding background,
It started with an ‘Honours’ project they also do not need much more training than a few hours before they
Within this context, I am coordinating an Unplugged Coding can start working with their learners. Mainly making use of the TANKS
project from Nelson Mandela University Computing Sciences. and BOATS lesson plans, teachers’ training was conducted in 15 different
Unplugged coding generally refers to coding without computers, physical venues (as far as Windhoek) as well as in various online workshops.
where pen and paper activities using engaging games, cards Various online training materials are available for follow-up. Of the over
and puzzles are used. Websites such as www.code.org and CS 1000 teachers that were trained, feedback was always very positive. The
Unplugged are well known as great sources for many unplugged unplugged coding concept demystifies coding for teachers and gives them
resources. The project at Nelson Mandela University originates the self-confidence to start.
from an Honours project in 2017 by Byron Batteson. He Within the scope of the project, the critical importance of problem-
developed the TANKS coding app, aimed at introducing learners solving and computational thinking is always emphasised. Consequently,
to coding concepts without the use of computers. Customised Keith Gibson from Gqeberha was commissioned to compile 40 different
tokens and image recognition are used effectively. Since problem-solving activities which teachers could use. Furthermore, Kelly Bush
launching the project, direct workshops have been presented for from East London developed a solar energy story book with the same type
over 25 000 learners in all nine provinces. In addition to TANKS, of activities, for foundation phase learners. We have also been impressed by
two more coding apps were developed, namely BOATS (with a the physical activities which teachers have improvised to get their learners to
theme of marine pollution) and RANGERS (with a theme of game solve problems and think creatively.

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