Showing kids that coding is very rewarding and fun is great, as long as we don't waste the other kids time for no real reason (that's a means-end question and we're clearly biased, which is why I think this is so important to consider).
2D games are a great way to learn about trigonometry and these kind of things, no question about it.
It has to be a interpreted/compiled language, of course, otherwise it wouldn't be useful at all. But that doesn't mean it needs to be Python. I wonder what a modern-day Scheme would look like. Or maybe visual (think node-based) programming would be more suitable.
> Showing kids that coding is very rewarding and fun is great, as long as we don't waste the other kids time for no real reason (that's a means-end question and we're clearly biased, which is why I think this is so important to consider).
But a major percentage of any educational process will waste time for every student. Not the same parts for each student, but invariably there will be some subjects that offer you nothing, while they will trigger something in other kids, e.g. Art. Coding class would hardly be the first to do this, nor do I see any way around it in general.
Showing kids that coding is very rewarding and fun is great, as long as we don't waste the other kids time for no real reason (that's a means-end question and we're clearly biased, which is why I think this is so important to consider).
2D games are a great way to learn about trigonometry and these kind of things, no question about it.
It has to be a interpreted/compiled language, of course, otherwise it wouldn't be useful at all. But that doesn't mean it needs to be Python. I wonder what a modern-day Scheme would look like. Or maybe visual (think node-based) programming would be more suitable.