Computational thinking (CT) is an emerging competence in digital literacy. It qualifies our new generation of youth in solving problems in our technology economy this century.
Coding is central for students to develop CT and become effective computational thinkers. Learning how to code is now more affordable and accessible than ever with advanced learning technologies. However, students need to learn to solve problems in their social context and apply coding skills beyond school. With most people using mobile technology in our society, opportunities abound for students to contribute to their communities and care for those around them by applying their coding skills.
For coding skills to be employed for social good, it would be best learned and contextualized in a social setting. This is why the Jockey Club Coding for Community Project emphasizes the importance of engaging students’ coding in a community mentoring scheme based on adult-youth partnership. This special partnership allows students to work closely with mentors, development meaningful relationships and explore service opportunities with coding in their community.
Unique in this program is the use of a state-of-the-art coding platform, innovative curriculum, and engaging pedagogy with rigorous assessment and evaluation in research. Combining coding education, community integration, and mentoring in this integrated program, we aim to foster among students positive values –technology for social good – that they can transfer to other fields of learning.
With the generous support of the Hong Kong Jockey Club Charities Trust, the University of Hong Kong has partnered with the Youth Global Network and the Hong Kong Polytechnic University to bring the the Jockey Club Coding for Community Project to secondary schools in Hong Kong.
We hope you will find our project meaningful through browsing our website and explore ways in which you could join us in our youth’s technology education.
Dr. Gary Wong (University of Hong Kong)
Dr. Bill Tsang (Youth Global Network)
Dr. Qiaobing Wu (Hong Kong Polytechnic University)