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These four statements become progressively more complicated, for example, student idea code (a) simply requires some vocabulary use around student ideas, while (b), (c), and (d) require that LA acknowledged the use of student ideas in some way.
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But here's the problem with that idea: Coding is not the new literacy.
Making a game is rarely as simple as having an idea, coding it and shipping it out the door.
Finally, we developed subcodes for our student ideas code, which we called resource, obstacle, and vocabulary.
Do you want to share your ideas, code or graphics instantaneously with others?
We further divided the student ideas code (which was coded most often) into three subcodes: resource, obstacle, and vocabulary based on our own observations during the coding process.
For the most part, we found that the student ideas code was implied by these responses, but occasionally the framework mentioned by LAs was too vague to definitively code student ideas as well.
This allows us to talk to each other and cut and paste ideas, code fragments or other information that is relevant to the projects that we are working on.
Both incidents, he explains, involved the transmission and replication of information -- a biological pathogen in one case, ideas coded in patterned ink in another.
Fig. 5 Student ideas codes by semester.
Fig. 6 Breakdown of student ideas codes.
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