NorCode

A dedicated computer for teaching children coding skills

– and putting programming into context.

Concept

The problem

Children all over the world have experienced iPads and Chromebooks as teaching tools. However, their use in teaching is primarily focused on established subjects. Developing technological skills (such as coding), or on understanding the information technology we are increasingly being dependent on is not what they are designed for.

Since the introduction of iPads in schools, many challenges have been discovered: Distractions from all that the internet has to offer, poor ergonomics for focused work, and privacy issues related to data collection from large technology companies to mention the important ones. These issues are being worked upon, and many companies claim to have found ways to make iPads work for schools. Even so, their effectiveness for teaching technology is very much in question.

Our proposed solution

A dedicated, low cost, Norwegian developed computer, with a developed learning ecosystem. The machine works without the internet and is easy to set up for dedicated learning exercises. Low power design makes battery operation possible, making it easy to place in a normal classroom. Coupling the machine with sensors, actuators, and robots puts the action off the screen and in the real world, enabling engaging learning experiences.

Impact

If NorCode succeeds, several important objectives will be met.

First, we will have a generation of technology participants and creators, not just technological bystanders. If only a few have the power to create with technology, only a few will define our common future. 

Second, the next generation will understand what technology can and cannot realistically accomplish. It is easy to be swept away by lofty future visions of human-computer integration and AI dominance.  But to have sufficient experience to challenge those assumptions, and to demand technologies that aligns with humanistic and democratic values is something else. Knowledge is power and coding is knowledge. Hence, coding knowledge is power. Not all children need to become coding experts, but all have to know enough to have a say. We don't train children in biology so they all will become biologists. We train them in biology so they can make sense of their environment, and understand the implications if, for example, their local water resources are polluted. 

Third, we will stop wasting time in class-rooms. A book is designed to be read, and its use will probably be "to be read". An iPad, can technically be used for coding, but it is primarily designed for providing entertainment. With the entertainment option nearby, statistics dictates that iPad will be used more for entertainment than for coding - providing a distraction in the classroom.

Fourth, NorCode empowers not just the pupils but also teachers. With each module self-contained and self-explanatory, a teacher with background in other subjects, like mathematics, languages and art, can develop coding skills together with the pupils. The main role of the teacher is not to become a technology expert, but to help put programming into context, and use it as a means for creativity and reflection.

Teaching Modules

The teaching modules are self-explanatory combinations of software and teaching materials. Specifically, each module appears as a laminated piece of cardboard with instructions explaining how programming can happen. When the module is brought close to the computer, the associated coding session appears on the screen. Each module is self-explanatory and can be used by a teacher with no coding background.

Unlike other coding tools, our modules are multi-lingual. Some sessions will resemble pseudo-code, others may look more like BASIC or Fortran, and yet others may look like LISP or Assembly. Our goal is not to raise a cohort of children to become experts in Python, but to focus on the principles of computer programming, and how technology works. We encourage the kind of abstraction and principle learning that follows from being exposed to multiple languages. In the words of Kristen Nygaard: "To program is to understand."

Frequently Asked Questions

[Our goal with this section is to outsmart the tech-optimists with insights and language, while not alienating the non-technical people.]

Why not use a general-purpose computer for programming?

Because a general-purpose computer (or an iPad) invites (or affords) so many other things that makes its use for programming statistically unlikely. Designers call this "affordance": [sitat Donald Norman]

My school already has micro:bit, sensors and actuators. Do we have to throw them away
Most of those parts, including the micro:bit can also connect to our NorCode, see www.nordcode. The actuatrors and motors you have can be used with most things

Why don’t you just buy a number of laptops on the market and provide it with other software?

Because laptops are ergonomically bad for children and adults alike. Also, because it has colors and internet connection, market forces in a competitive market will tend to “pull” any solution in the direction of more colors and more content. See reMarkable.

Why can’t I just buy a micro:bit packages?
Because it will have to be connected to an iPad or computer – and that thing will have internet and colors…=highly distracting elements

But they will need PC anyway, so what do we need to buy these in addition?

Do we need extra support (how to use)?

How do you compete with the educational push from Microsoft and Apple?

Do kids really need to learn coding in the age of AI?

Shouldn't they have an AI tutor instead?

Isn't software development a dying profession?

Team

We are a team of experienced teachers, technologists, and entrepreneurs with both passion and knowledge to drive the vision of excellent teaching tools for technology education, including: Members with experience from the BBC micro:bit project, Silicon Valley startups, Calm Tech product design, and teachers and school leaders from Montessori and Waldorf/Steiner schools.

BILDER OG MINI-CV