How to put girls off from all forms of programming/tech by Emma der Mulqueeny

I am a bloody idiot.

This year, as every year, I decided that I would have one major focus for Young Rewired State in addition to the general idea: introducing young programmers to open data. This year I decided I would try to really focus on the issue of the pitifully small number of girls in tech and specifically girls applying to join in YRS2012.

In previous years we have struggled enough trying to find any child under the age of 18 who could programme, let alone deal with the girl thing. Yet every year I come under heavy criticism for not having enough girls there and no matter how many times you say: ‘it is not for want of trying‘, there is only so much defending you can do before really trying to *do* something.

Cue me in 2012.

Every media event, every radio broadcast, every TV split-second and every speaking opportunity, blog post or “fireside chat” this year I have bemoaned the fact that so few girls sign up for Young Rewired State, and indeed how many of those who do sign up, tend to pull out at the last minute and called for more girls: welcome the girls, I cried – loudly! With a view to increasing our number from 5% to 30%. I wanted to draw the girls out, let them know about this, let their parents know – showcase and applaud them on the YRS platform – this year bigger and shinier than ever before…

I hope you can tell by now where I am going, but I am going to drag you through every painful penny-dropping moment so that you never make this mistake yourself, dear reader.

About a month ago, whilst on an hour-long telephone conference call with some well-meaning people helping me ‘get more girls’, I found myself nodding along as ideas were discussed such as: you need to find some more “girly data”… like nursing, is there anything like that in data.gov.uk? I *actually* found myself questioning my data for pink subjects, oh my god, even I knew this was a spectacular low for me. At this point I began to question my focus and modus operandi for getting more girls. The MO being: shout more loudly in forums where girls and their parents might hear – that’ll work, that and pink data.

At this point I allowed myself the special treat of discovering how many girls we had this year. I had put off looking, focusing instead on the drive to get more girls, trying to build and extend the amount of time I took to do the percentages, so that I could give myself a little pat on the back when I saw the fruits of my work.

Guess what? The number of girls applying to YRS this year have… dropped

Completely bamboozled as to why my monstrously massive effort to encourage girls into programming was failing, I even took boy photos off the new YRS website (yet to be launched, but coming soon) jic it put girls off, I began wringing my hands at public events. Not only were my efforts failing to increase the numbers, it was actively reducing the numbers who signed up – please help me, someone. Audiences chuckled and looked awkward, and I grew ever more concerned about this – what on earth was I doing wrong? Maybe I should wangle a slot on Woman’s Hour.

Through this trojan effort to get more girls I had the benefit of meeting lots of amazing people trying to redress the male/female balance in all sorts of walks of life – it had not ever been a raison d’être of mine, I have been lucky enough to never really be bothered by this personally, and I have worked in many *male* jobs, I just do my thing…

(:) sorry had to work that one in… I digress)

Yet I do not mean to detract from the people who do so, it is an issue, yes, a worldwide issue and especially in programming/tech.

Through a charity we had worked with: Refugees United, I was introduced to the wonderful Kristen Titus, based in New York and running Girls who code. An ambitious programme and something I support hugely and wish we had here, big time. Kristen and I arranged a skype chat and riffed for an hour about how the UK and US were dealing with the broader issue of programming skills in a digital world with analogue schools and inevitably came back to my baffled moaning about how the number of girls had dropped this year – could I blame the Economic Crisis? Could Kristen find some anthropological reason why no girls were signing up? I mean… I made such an effort *sigh*

Kristen said this (ish, I cannot remember verbatim)

So you identified that the girls were not signing up in their teenage years as they have a greater need to fit in. You identified that the girls dropped out the closer the event got as they were concerned about being showcased and ‘outed’. You know, as a mother of two girls, that identity trumps everything… yet you chose to publicly out this problem, to use your public platform to draw a big red ring around the issue and then essentially dared girls to sign up – after you took your sweet time to turn that massive spotlight directly on them and them alone – in advance of the week? Hmm… I can’t think why… maybe you need more pink data…

I have to say that I lie quite appallingly here, Kristen was very kind in her gentle admonishment and practical advice, but this is what my brain finally said to me as she spoke. So thank you, Kristen, and sorry for completely bastardizing your observations!

’nuff said

Social enterprise and the power of breaking stuff

I think we can pretty much accept that the traditional model of making the world work and surviving in it has broken, even for bankers. Whether this be the status quo for those on benefits, the funding mechanisms for start-ups, the charitable foundations, those looking to sponsor stuff and those seeking sponsorship right up to those who have done well for themselves – nothing is guaranteed and pretty much every system except celebrity is broken. So who can really blame the kids and adults for seeking a future through game and talent shows on TV – that’s basically the only model that has thrived and survived (dear Daily Mail commentors).

I think that I am a pretty odd person. I was odd at school: geek/nerd/books/computers/maths but I also survived. When I started relationships and breeding I guess I normalised – my weird edges were moulded into something vaguely resembling a mother and a worker – I never got the wife thing right and I am definitely appalling at school run outer-wear. But what I do have is a keen sense for survival – therefore I am what is socially classed as a serial entrepreneur. Yet I do not plan on retiring in five years having sold a business idea for millions – I plan on putting my talents to use doing things I can do and working with the very best of the best to making stuff I like doing happen. I think it is just happenstance that what I like doing is for the greater good – I wouldn’t champion me that much, there is an element of selfishness in there.

I also (as you might expect from the brief bio of my youth) am not excellent at networking and people. This makes my working life harder, but I can overcome that in a variety of brilliant ways – these do not include mass events with lots of people but definitely include my fabulous twitter family.

This is by the by…

OK so assuming we accept that traditional stuff is broken, but the broken society requires innovation and energy (as shown most successfully through TV talent and celebrity shows) – so how do we shred the tradition, without fear and look to what’s left.

I have been there and so I think I can help

I love Rewired State and Young Rewired State. Let’s be honest, Rewired State is probably about three years too early if it is to survive through hack days that pay developers for rapid R&D – we can survive, definitely – but we will have to do other stuff. Meanwhile we have a network of over 600 developers keen to help pretty much everybody – except recruitment agents and people needing code monkeys – the devs want to do strategy and innovation and in a digital world, you’d be bonkers not to let them; but in reality the world is not yet quite ready for that, it is broken and hack days are not traditional.

FACT: many want hack days because they have now become an OK way of dipping your toe in the water of  innovation, but they do not fit with traditional R&D and so there is no budget, therefore your hack days have to rely on the benefaction of developers willing to work on your problem/idea for free/FA so… you are pretty stuffed. Let me give you an extreme example. We are running a hack day, on a boat, in Cannes, at MIPCUBE, presenting to attendees of MIPCUBE and MIPTV and we are not awash with developers keen to do this. Why? Because of developer apathy, a whole other blog post. So if you want to actually engage devs in a hack day, for sod all and you can beat a boat in the South of France and one of the most high profile geekTV events in the world then you may have a chance of attracting a few – if you don’t, I would rethink it until the budget meets the ambition. Please do not believe the myth that devs will code in a garage for free on your stuff. They just won’t and why should they?

I digress…

Here is what I wanted to share with you

Knowing me as you do either in person or through blogs and twitter, I work relentlessly for the things I believe in. But paying for these things in traditional fashion means that I do not meet the demands of mortgage/tax/life for myself nor fair work for people I represent and the organisations I think can make a difference to, I refuse to accept this so I have had to be inventive. Here’s how to break the world and survive (I am only in stage 2, I have not yet officially survived but I think I can see the light, so come with me)

  • work with the knowledge you have to build a vision of what you want
  • social funding is there – benefactors have set up organisations to pay for stuff to happen if you can prove its worth – use them
  • talk to everyone and be honest – through doing this with Simon Peyton-Jones one day, he then introduced me to a retired man who was the ex CEO of Shell and BCS, who came to my house and learned about what I was trying to achieve and has since helped immensely from toilets at Bletchley Park to Scouts and tents to mentoring me and championing the work of YRS – you cannot buy that
  • I cannot tell you the people I have been exposed to though being honest and fighting for what I believe, I met Conrad Wolfram and had an hour on the phone with him after the fact chatting about how he could produce stuff to help YRSers get more maths out of coding
  • I had an email from Douglas Rushkoff – with advice…
  • through NESTA I discovered the peoplefund.it site and have begun crowdsourcing for Young Rewired State 2012
  • through tweeting pics of my dad’s BBC Micros and my old educational software I talked to Chris Monk from The National Museum of Computing who fixed the micros for free and then came to Learning Without Frontiers to showcase the old Micros and now they are hosting the show and tell for YRS2012
  • At my dining room table yesterday I had a volunteer and a YRSer working for on YRS2012 in return for a bottle of cold coke, tea, fruit and haribos
  • Rory Cellan Jones and Stephen Fry tweet about what we do – not because they happened upon it, but because we are relentless and we are good and we work hard – this is not an insurmountable problem for anyone, we can all be good at what we do and work hard

Make no bones about it, it is flipping hard.

It’s about 17 hours a day of hard graft and it depends on a massive slashing of social media and community (but not dependent on real life networking, thank goodness), creating fundable projects for charitable trusts to invest in and ultimately a massive dollop of finding people who have capacity and might welcome a chance to work on what you are doing.

This way we can break the world but make it sustainable. It takes guts and if the world was not so broken it would be much harder to fix, but quite frankly there are many of us in the same position – so carpe diem and do what you want and find a way to live through that thing – forget the traditional routes and benefits. It’s borked.

PS Do not be tempted to secure your foray into the future from the broken past by paying for advice from people who have no proven success in the future. There will be many who offer unique skills, telling you scary things like: “My skills are unique, I scale social businesses and there is no one like me” pay me xxx – these people will not really be worth much, Trusts will help you and guide you through their processes and needs – even if you start from a great idea with no idea. And finally, if anyone asks you for a % of your organisation PLUS a salary, walk away immediately – they do not believe in your success as an enterprise and are only in it for the cash. (Thank you @sleepydog for that gem!)

PPS I am funding Young Rewired State partly through crowdsourced money – yes because I have to but also because so many people get to be a part of YRS, which for me is the greatest thing on the planet. Pledge your hard-earned cash here, and if you can’t, tell your networks, someone will have a tenner

Learn to code at any age

This is a cross-post of something I wrote for The Guardian, but just thought would be handy to have on the blog over here. It is also a small update from an old post: How to teach kids, or anyone, how to code – that’s the history bit done! Now the science…

The beauty of programming is that it does not matter how old you are (within reason – under 7 is possibly a bit optimistic) you can learn using exactly the same, mostly free resources to be found on the Internet. You can learn basic programming easily within a year and then you can choose to hone and refine whichever aspects of coding most excite you. Done! It’s not hard.

For the purposes of this post I have referred to resources aimed primarily at younger people – but they are all useful for the beginner.

Two of the most common questions are:

1. What language (programming language) should I learn/teach?
2. What resources are there out there to learn how to code?

The answer to question 1 is easy: any/all. The younger programmers are typically polyglottal coders, applying different languages to different challenges, with fewer specialising in one language.

The answer to 2 is also easy: there are many and I will list some here. (Do keep an eye out, there are more resources put online every day and it is always worth watching out for more/better/easier ones.)

Please note, I am deliberately *not* going to recommend one language over another, nor opine the benefits/pitfalls of each – find out which one suits you and start there. Another tip is once you have found a language you are keen to learn, then do search YouTube for further free support and tutorials, there are far too many to name-check here, but it is brimming with people willing to share knowledge in an easy to digest fashion.

To really get you in the mood

Whenever I talk about teaching kids to code, or online resources, I always encourage people to watch Randy Pausch’s last lecture and read the introduction to Douglas Rushkoff’s Program or be Programmed. Randy Pausch’s Last Lecture can be watched here

(If you don’t have an hour or so free right now, then come back to it, but watch the ten ish minutes from this point in the video)

Free online resources

By far the most intuitive and simple website released lately is http://codecademy.com It teaches javascript through a series of very short and simple lessons. My 9 year old daughter started coding using this and it just got her into understanding how written code works.

Kids Ruby http://kidsruby.com is also simple, free and fun.

Scratch http://scratch.mit.edu/ is taught in an increasing number of schools now. Created by MIT it is a programming language that helps computational thinking as well as collaborative working as you build, create and share.

For those of you who love to really get into the meat of a subject, then http://learnpythonthehardway.org/ is a great book/free download. It would not be suitable for the very young coder, but do not be put off by the title – it is surprisingly compelling.

Code Project has a great page on Android programming (for mobiles) http://www.codeproject.com/KB/android/AndroidGuide.aspx there are many tutorials for Android but I found this to be the best place to start.

Blitz Academy has a whole list of resources for those thinking about getting a job as a games developer (in fact the reading and link list is interesting for anybody even vaguely interested in anything)

The Bytes Brothers books [http://www.gamebooks.org/show_series.php?id=1171] are a “…sort of a cross between Encyclopedia Brown and Micro Adventure, each volume in this series contains several short mysteries. The user must read carefully and run very simple BASIC computer programs in order to guess the solutions.”

I can’t really leave you without the links to Alice, having started with the Randy Pausch lecture; it is a programming environment not a language:

Alice

Alice is a 3d programming environment, designed to “create an animation for telling a story, playing an interactive game, or a video to share on the web. Alice is a teaching tool for introductory computing. It uses 3D graphics and a drag-and-drop interface to facilitate a more engaging, less frustrating first programming experience.”

So there is Alice 2.0 and Alice 2.2 as well as Story Telling Alice. The latter was the one mentioned by Randy as being developed by Caitlin Kelleher and is “… designed to motivate a broad spectrum of middle school students (particularly girls) to learn to program computers through creating short 3D animated movies.” You can download Story Telling Alice here, but it is not hugely tested, is only available for windows based machines, has no support – but I certainly play about with it with Amy (9).

‘Proper’ Alice has full support and documentation and teaching materials and so on.

And that’s it, but there is a constant stream of useful stuff being built and recorded every day, so this post will date quickly! But once you have learned how to code, join us over at Young Rewired State!

Open Education and freedom to teach computing

I think anyone vaguely awake in the education and digital space cannot have failed to notice that 2012 is the year of Computer Science, of coding and kids. 2011 was a cacophony of noise about why this was so terribly important, and 2012 is reaping the rewards.

Government is making commitments for fundamental change and industry is running out of developers fast – and kids have no jobs.

In September of last year I wrote a blog post about how Open Education could work; indeed people have been writing about this for years but it was only really at this point that you could see anything actually happening.

Teachers and freedom

Can giving teachers freedom to teach a subject in any manner they see fit possibly work? This is a fundamental change from the micro-managed curriculum we currently enjoy, with the focus on exam pass-rates and associated funding streams.

I am not wholly sure that it would work easily and immediately with other STEM subjects, Science, Engineering and Maths – it can definitely work with Technology. But boy is it going to take some doing.

Speaking from experience

My eldest daughter is 14 and goes to a school that has just attained academy status, specialising in brilliance in Science – this does not include computer science. Me being me I have been a royal pain in the backside, whilst trying to be helpful, speaking to the deputy head about all I was doing in the coding for kids space and how my experience and contacts could help the school up its game with teaching coding and computer science.

Six months ago they ignored me.

Three months ago they called me in for a meeting.

Two months ago they asked for help.

One month ago we made a plan:

  • inter-form hacking competitions
  • programming computer club working with free online resources, local geek industry and gaming bods
  • an annual assembly
  • participation in Young Rewired State for the coders who had already taught themselves how to programme

This is the stuff dreams are made of. Relevant cross-curricular learning, with a skill that not only de-nerds coding, but simultaneously teaches each child something about programming the digital world they live in, regaining control, knowledge and new Summer jobs. What’s not to love?

Well…

The reality

It takes a lot of work and time to co-ordinate and set up a computer club with local enterprise and free online tools. Done individually, school by school, this will fail at the first missed meeting.

Senior schools operate on a time-poor, information-rich merry-go-round of priorities and logistics. There is an awful lot of information that needs to be imparted in very few hours over very few years – you can only imagine the eye-bleeding decisions that have to be taken.

As a result, senior schools are not the most malleable of organisations to effect immediate and affective change, regardless of good intent and recognition of a problem. New stuff has to become a part of the old stuff – traditional corporate change mechanics: communication, education, management, reward, story-telling and so on.

I tell you – even with one school, regardless of the work I do with Young Rewired State, Coding for Kids and Government – this could be a full time (voluntary) job.

So, I still hold out hope that in 2012 this school will be able to live its dream of being one of the first to market – but there is no kidding about the fact that this is a behemoth of a task.

How can this scale? We’re stuffed

I can hear the Computing at School teachers sharpening their pencils to send me a strongly worded letter about how they are succeeding in their own schools without parental interference, thank you very much – I know. But you face the same problems I saw, I think, judging from the posts on CAS.

So, let me be clear, I have read up on this subject, I work with young programmers, I am a parent to two children, one (aged 9, girl) obsessed with programming the other (14, girl) not so much – so it is with this that I plant my flag firmly in the camp of Year 8 is too late.

Senior school is not the place to focus attention right now. Yes, there will be things that can be done, that teachers can do – but the seeds of need must be planted in junior education.

Equip our young, time-rich juniors with the basics of computer science, take time to make it fun and exciting across the curriculum. The children will then enter senior school with an enthusiasm and expectation that is simply not there right now. And senior school teachers will, for a while, have to play to the masses who see no relevance at all between their BBMing, Facebooking and Tumblr blogs and what they could potentially be learning at school.

Trying to solve this problem with a top-down, managerial (half-hearted) cry to throw open the digital doors in Year 8 and force change in education and interest is going to be a long and bloody process. If this is the way we choose to go, then accept that it will take time, money (lots of money) and it will affect the whole of the education system, not just ICT reform.

Can we focus on the long term by paying attention to junior schools and exciting those teachers and children? And can we work with the kids currently negotiating their way through senior education who have already applied the principles of Open Education by teaching themselves? Young Rewired State focuses relentlessly on these kids and I can tell you the need to support them gets greater every year.

In light of this please can I encourage anyone reading this to still take the time to sign the e-petition and to consider supporting Young Rewired State.

Before I get slated by the Computer Science purists, coding is only one bit of computer science, but it is the only bit I know anything about.

My ICT teacher can’t mark my homework

Three years ago in August 2009 we ran the first ever Young 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).

Teach our kids to code e-petition

So after declaring that this would not become a personal mission for me in my post: year 8 is too late it has become a personal mission.

The petition is appallingly written. In my defence it was a brutal, and random, word count; I had to keep removing chunks of copy and keep trying to submit it, until suddenly it worked (no the word count that it eventually allowed through bore no relation to the word count originally stated… bug?). Anyhow, this terrible prose means that many have tried to explain it through writing their own explanatory blog posts and I thought I had better have a bash at explaining the background better myself.

What do I mean by code?

The word coding is a slang term for computer programming, used because programming basically means writing source code. Source code can be written in any number of languages (such as Ruby, Python and a gazillion others) and is the method used to instruct a computer to execute a series of actions. These actions are understood by the computer in what is known as binary code, that lovely series of ones and zeros loved by Hollywood futuristic films

https://i1.wp.com/www.digitalproductionme.com/pictures/gallery/Stock%20images/Binary_code_on_blue%20for%20web.jpg

Lovely

When I wrote the post about teaching kids to code in Year 5, that this would address the nerdy image and encourage more female coders, I was focusing more on the immediate and tertiary “brand” issue that geekery has in this country. It is not yet awesomely cool to be able to build digital tools that shape the way the rest of us operate in our worlds, both social and work-based. Not in the UK anyway. And I could see this having a profound effect on our worldwide digital economy and reputation in the very near future – this drives me insane and I just could not understand why people were not a bit miffed by this.

Then I read a book called Program or be Programmed by Douglas Rushkoff please buy it and read it, even if you just read the Preface and Introduction, it is one of the most important books of our age. Here is a bit:

The real question is, do we direct technology, or do we let ourselves be directed by it and those who have mastered it? “Choose the former,” writes Rushkoff, “and you gain access to the control panel of civilization. Choose the latter, and it could be the last real choice you get to make.”

When I read this book – my slight irritation at the fact that programming was not taught as a part of the curriculum, nor indeed seen as important by parents – it became a far greater philosophical concern, and one that I thought I had to really throw myself into doing something about.

I want my children to have choice, to be able to operate the world they grow up into, not just be driven by it. It’s not just being able to code, in any case, it is understanding computational thinking, really being aware of the value of the frontal lobe over the relative intelligence of the computer programme – are we really going to allow our kids to blindly stumble into a future so utterly dependent on digital tools and products, without giving them the chance to be the demi-Gods who sit behind these things, telling them what to to, and thereby us what to think?

Ben Hammersley used to say to me, the Foreign Policy of this country is not what the Foreign Secretary says it is, it’s what Google says it is. You could argue this fact, but it is broadly true, and now you could perhaps replace ‘google’ with ‘twitter’. Ben has transcribed a speech he gave to the IAAC – please go and read it, it is similarly essential reading.

Rushkoff says in his book that the difference between being able to code and not being able to code, is like being the driver or the passenger (not, as some people think, the difference between the driver and the mechanic). Think about that for a minute, and take a look about you, it’s true.

https://i1.wp.com/rlv.zcache.com/pause_for_thought_black_text_card-p137452235662050689tdn0_152.jpg

Now I am very definitely not alone here. Many people are making lots of noise about this: writing stuff, lobbying Ministers, pestering the Department of Education, meeting, planning, tweeting – you name it, it’s done. The movement is definitely gathering energy and people are beginning to come together around this topic. All I have done, apart from Young Rewired State of course, is start the e-petition bit of this process; as it is the only way we have a real hope of this being debated in Parliament, even if it is in a year’s time and even if it is not guaranteed to be debated, even with 100,000 signatures.

But what it *does* do, is give everyone who is out there a public place to point, with a decent number of signatories: 1,180 it its first 7 days and growing. (We do need to up its rate of growth if we are to reach 100,000 in a year, but this is why understanding the need for it is so important.)

Please note:

I am NOT saying that teaching programming in schools should replace ICT. ICT teaches you how to operate the digital tools now so paramount to our lives, of course we still need what we can fondly now refer to as traditional ICT. However, it is only half the story – we need to start teaching the other half, and fast.

Please sign the e-petition, and share it, tweet it, blog it, send it to your mate who is in the media and get them to talk about it.

http://epetitions.direct.gov.uk/petitions/15081

Tim Rogers, a Young Rewired Stater and one of the founders of the fabulous Silicon Britain blog, has written his own piece on this, and it is worth hearing the voice of a young digital star http://www.siliconbritain.com/2011/09/computer-science-in-the-uk-is-year-8-too-late/.