{"id":72,"date":"2017-04-08T16:13:53","date_gmt":"2017-04-08T16:13:53","guid":{"rendered":"http:\/\/cusjc.ca\/mrp\/code\/?page_id=72"},"modified":"2017-05-19T16:44:39","modified_gmt":"2017-05-19T16:44:39","slug":"chapter-1-rebels-empire","status":"publish","type":"page","link":"https:\/\/cusjc.ca\/mrp\/code\/chapter-1-rebels-empire\/","title":{"rendered":"Chapter 1: Rebels in the Empire"},"content":{"rendered":"

[et_pb_section admin_label=”Section” transparent_background=”off” allow_player_pause=”off” inner_shadow=”off” parallax=”off” parallax_method=”on” make_fullwidth=”off” use_custom_width=”off” width_unit=”off” custom_width_px=”1080px” custom_width_percent=”80%” make_equal=”off” use_custom_gutter=”off” fullwidth=”on” specialty=”off” disabled=”off”][et_pb_fullwidth_header admin_label=”Fullwidth Header” title=”CHAPTER 1 ” subhead=”Rebels in the Empire ” background_layout=”light” text_orientation=”left” header_fullscreen=”off” header_scroll_down=”off” scroll_down_icon=”;” background_color=”#ffffff” parallax=”off” parallax_method=”off” content_orientation=”center” image_orientation=”center” title_font=”Roboto|on|||” title_font_size=”65px” subhead_font=”Droid Sans||||” subhead_font_size=”40px” content_font_size=”14px” custom_button_one=”off” button_one_text_size=”20″ button_one_letter_spacing=”0″ button_one_use_icon=”default” button_one_icon_placement=”right” button_one_on_hover=”on” button_one_letter_spacing_hover=”0″ custom_button_two=”off” button_two_text_size=”20″ button_two_letter_spacing=”0″ button_two_use_icon=”default” button_two_icon_placement=”right” button_two_on_hover=”on” button_two_letter_spacing_hover=”0″ disabled=”off”] [\/et_pb_fullwidth_header][\/et_pb_section][et_pb_section admin_label=”section” transparent_background=”off” allow_player_pause=”off” inner_shadow=”off” parallax=”off” parallax_method=”on” make_fullwidth=”off” use_custom_width=”off” width_unit=”off” custom_width_px=”1080px” custom_width_percent=”80%” make_equal=”off” use_custom_gutter=”off” fullwidth=”off” specialty=”off” disabled=”off”][et_pb_row admin_label=”Row” make_fullwidth=”off” use_custom_width=”off” width_unit=”off” custom_width_px=”1080px” custom_width_percent=”80%” use_custom_gutter=”off” gutter_width=”3″ allow_player_pause=”off” parallax=”off” parallax_method=”on” make_equal=”off” parallax_1=”off” parallax_method_1=”on” parallax_2=”off” parallax_method_2=”on” parallax_3=”off” parallax_method_3=”on” parallax_4=”off” parallax_method_4=”on” disabled=”off”][et_pb_column type=”1_4″][\/et_pb_column][et_pb_column type=”1_2″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_style=”solid” disabled=”off” border_color=”#ffffff”]<\/p>\n

\u201cThis school is different in that there are no bells to tell you when things start and stop,\u201d says Sarah Sumner as she hurriedly pulls out drawers and rearranges desks. Her first class of the day is with the Grade 5 and 6 students, the oldest children that she teaches. And while Sumner has a master\u2019s degree in mathematics from the University of Ottawa, arithmetic isn\u2019t on today\u2019s agenda at Acad\u00e9mie\u00a0de la\u00a0Capitale, a private elementary school in Ottawa\u2019s west end.<\/strong><\/h3>\n

Indeed, pencils, pens and paper are notably absent. Instead, groups of two or three students each gather around a computer. Here, they use computer programming to animate characters and tell stories. Off to the side there\u2019s a seemingly more traditional educational tool: a shoebox that houses a diorama. But there\u2019s a twist: the diorama is hooked up to the computer, so the students are able to press buttons on their model that will control the characters on the screen.<\/p>\n

In one corner, Grade 6 students Ethan, Sam and Ephraim have created a space station using\u00a0Scratch<\/a>, a program designed by MIT. Ethan speaks into the computer, recording a voiceover as an alien. \u201cI\u2019m from planet Pluto,\u201d he cackles. After a passionate debate about whether or not Pluto is actually a planet, the group decides that the recording is sufficient.<\/p>\n

Ethan, Sam and Ephraim, along with their colleagues, are learning the basics of computer coding twice a week, in their science, technology, engineering and mathematics unit. It\u2019s an experience not available to public elementary school students in Ontario.<\/p>\n

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At its core, computer coding is the art of using a computer to adhere to commands. As multiple industries lean towards a more digital future, a premium has been put on the ability to use computers.<\/p>\n

British Columbia recently released a three-year plan to institute the option to teach computer coding in schools for all children from kindergarten to Grade 12. Ontario has been hesitant to revamp the education curriculum despite the fact that it is home to one of the country\u2019s largest tech sectors. In the 2011 census, the \u2018professional, scientific and technical services\u2019 industry was the fourth largest employer of people in Ottawa.<\/p>\n

Currently, some, but not all, Ontario public schools offer computer studies electives for students in Grades 10 through 12. Though education is decided within provincial jurisdictions, federal studies have recently highlighted a few employment trends.<\/p>\n

A study funded by the federal government\u2019s Sectoral Initiatives Program in 2015 projected that provinces across the country will require an\u00a0additional 182,000 ICT (information and communications talent) by 2019<\/a>. In Ontario, the study predicted 76,300 ICT positions \u2013 the largest by far of the provinces \u2013 would need to be filled in the next five years.<\/p>\n

For its part, the Ontario Ministry of Education says it is committed to computer technology education. \u201cWe are committed to continuing to work with our education partners and district school boards to promote effective practices for teaching and learning in a digital world,\u201d says May Nazar, a public relations representative for the ministry. \u201cThat\u2019s why we are investing $150 million over three years toward technology in our schools, including learning tools such as digital tablets, cameras, software, and extra training for teachers.\u201d<\/p>\n

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