Stephane Simon has written an in-depth article about the tech industry’s campaign to promote the tech industry.
Politico writes:
“CODING CONFLICTS OF INTEREST?: A PR campaign that featured an appearance from President Barack Obama on Monday to promote computer science education is raising questions about the motives of the tech-company funders and the growing influence of corporations in public schools. The $30 million campaign touting the need to train more employees for the industry is financed by companies like Microsoft, Google and Amazon – even as tech giants lobby Congress for more H-1B visas to bring in foreign programmers. Courses through the campaign’s marketer, the nonprofit Code.org, have not been formally tested but are making their way into tens of thousands of classrooms nationwide. And the coalition is pushing more than a dozen states to count computer science classes toward high school math or science graduation requirements.”
Simon writes:
““Nowhere else in education do we start by saying ‘We have a need for this in the K-5 curriculum because there are good industry jobs at Google,’” said Joanna Goode, an associate professor at the University of Oregon who works on computer science education. “I’m not doing this work to train Google employees.”
Such skepticism hasn’t slowed the industry’s momentum. Founded just last year, Code.org created three introductory programming courses for students in elementary and middle school in a matter of months. The curriculum has not been formally tested — but already, about 60,000 classrooms nationwide already have committed to using it….
“Silicon Valley CEOs have complained for years about a huge shortage of qualified programmers. In its “National Talent Strategy” released in 2012, Microsoft said it had 3,400 unfilled jobs in the U.S. for researchers, developers and engineers. And Zuckerberg has said that Facebook aims “literally to hire as many talented engineers as we can find,” because they’re in short supply.
“The Bureau of Labor Statistics lists numerous categories of computer services as among the fastest-growing careers in the country; those jobs are also generally well-paid.
“Skeptics, however, aren’t convinced that there’s a real shortage — and suggest that tech companies are simply eager to bump up the supply in order to keep their labor costs down.
They note that salaries in the IT industry have not increased, in real terms, since the late 1990s — unlike salaries in other fields, such as petroleum engineering, where the labor market was undeniably tight. Furthermore, only about two-thirds of students who earn college degrees in computer and information sciences take jobs in that field within a year of graduation, according to an analysis by Hal Salzman, a professor of planning and public policy at Rutgers University.”
Read more: http://www.politico.com/story/2014/12/hour-of-code-schools-obama-113408.html#ixzz3LQUUSsq1
Note:
Jeb Bush is one of the biggest boosters of online learning, virtual charters, and graduation requirements for online courses. His Foundation for Educational Excellence is funded in large part by the tech industry.

“more than a dozen states to count computer science classes toward high school math or science graduation requirements.”
While computer programming certainly involves logic and math, it’s not a math or science in the traditional sense.
Computer programming courses are actually closer to language courses than they are to math and science. But they are basically “language for chimps” because they are exceedingly simple. They have to be because computers are very stupid things that can not disambiguate and therefore have to be told precisely what to do.
But telling the computer what to do is actually the easy part by far. The hard part is properly defining a problem and coming up with a solution.
I’ve worked with a lot of programmers over the years with all kinds of backgrounds and the best problem solvers were actually not “computer science” graduates. In fact, in my opinion, CS graduates as a group have mediocre problem solving skills at best, especially when it comes to programming in areas they have never encountered before.
Ironically, CS graduates are often very arrogant, thinking they know everything there is to know about every subject. Bill Gates is a perfect example.
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..though Gates was actually not a graduate (CS or otherwise)
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In my opinion, the motives of the techies are questionable. The STEM “crisis” is a fabrication designed to keep salaries low. The Trans Pacific Trade Agreement is another way tech companies intend to flood the market with cheap labor while more costly Americans search for work.
My son is finishing a BS in computer science in a Florida state college He has had several on-line courses here in Florida.. He started out as a freshman at a state college in New Jersey where he had mostly traditional courses. He has an excellent GPA in both schools. His opinion is that the New Jersey courses were superior to those in Florida. They were more in depth and thought provoking.
Computers are wonderful tools, but they should be used to supplement rather than supplant instruction for most students. Many students need the human interaction to succeed. It seems that mature, older students can handle the isolation of computer instruction while younger students do better in a more nurturing setting.
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This is an economist who worked in the Obama Administration who disputes the skills gap as an explanation for stagnant wages and income inequality:
http://prospect.org/article/it%E2%80%99s-not-skills-gap-that%E2%80%99s-holding-wages-down-its-weak-economy-among-other-things
I thought we were all about creating “critical thinkers”? Why are government leaders just swallowing this whole and then presenting it to students as fact?
We need more and better questions on “donations”. Start up costs for a program in a public school are not ongoing costs. When the donor is down the road the public will be funding the donor’s initiative, on an ongoing basis. Is this how public schools want to allocate funds, or are they blinded by this government cheerleading and the promise of “free gifts!”
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This is the terms for Code.Org. What districts are required to do in return for the “free” gifts.
Every adult in the world knows that’s not “free”, right? That’s a transaction.
In return for the “free” gifts you just adopted their entire preferred program, including “assessments”.
We should at least be aware of what we’re paying for the free gift. Not free. Not even close.
https://docs.google.com/document/d/19gQVqJD_QymJUnqmfUYgyq1s7xtf0piC6KIiMBhNmgI/pub
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At the end of the terms sheet, you’ll see you’re agreeing to fund the program on an ongoing basis and allow Code.Org to assess “student outcomes”.
Wouldn’t it be great if we were paying a bunch of public advocates to raise these issues on our behalf? Someone like, oh, a government employee or a giant federal agency like the USDOE?
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alternative copy and paste tweet—the link leads to this post
Stephanie Simon warns
Tech Industry Promoting Tech Industry
Pushing for training of children in K-5 schools
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“Silicon Valley CEOs have complained for years about a huge shortage of qualified programmers. ”
The claim of a ‘huge shortage” is based on a sleight of hand — a lie. It focuses on those with CS degrees, but a large fraction of programming jobs (at universities and in industry) are actually performed by people with backgrounds outside “computer science.” And these folks are certainly well qualified. The best programmer I ever worked with had a philosophy degree.
In my experience, anyone who is good at problem solving can quickly learn a programming language (on their own, even), but the inverse is not true: that anyone who knows a computer language can quickly learn proper problem-solving.
That is because solving problems is much more involved/difficult than programming — and teaching problem solving skills (analysis) is part of many disciplines that Silicon CEOs have effectively ignored/disregarded: English and other languages, philosophy, history, geography, anthropology, etc as well as math and the traditional sciences (physics, geology, chemistry, biology, etc)
What these tech companies want is basically cheap “coding mules” which will one day in the not too distant future become obsolete, at any rate, due to automated programming.
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I attended a Professional Developers Conference many years ago were Gates spoke to developers. He was going through slides when one bullet touted the new programming products as a way to “eliminate the high priesthood of programming”. Whoops. He must’ve grabbed the wrong file on the private jet. He smiled smartly and deftly ignored that bullet – intended for investors and executives, not 1000’s of developers. It was a window into how he views people, particularly people enabling his billions.
Programming today has been Walmartized. Cheap, throw-away code that is agile developed as “good enough”.
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This is truly condemnable stuff. Codeschool and edu tech is an investment in infrastructure, enables kids to build, express themselves creatively and equips kids for the new economy, inspiring innovation and art. You’d have to be dumb not to realize that this is a quality investment.
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I don’t have an issue with developing K-12 curriculum that could be built on to develop software savvy. The issue has to be – do we allow industry to peddle coursework to taxpayers they claim will lead grads to jobs — on their say-so? How about some high-stakes accountability? No jobs, no sale.
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We are right to question the motives of the tech industry when they promote the tech industry.
For the same reason, we are right to question the motives of teachers who promote easier, higher-paying, and more secure jobs for teachers.
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Did the people working at Google now learn to code in grades K-5? No, but they may have played Oregon Trail or Voyage of the Mimi. Steve and Bill didn’t have personal computers when they were in school, but they still managed to invent a new industry. My students did hour of code, and they loved it! Of course, there’s always minecraft!
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The technology industry owes a huge debt (measured in trillions, not millions) to the American public.
Many of these companies like Google, Facebook and Amazon would not even exist were it not for the public. The internet was a federal government project, for example.
Here’s an idea: How about if companies like Google, Amazon, Facebook, Apple and Microsoft gave money — measured in billions of dollars, not millions (even 30 million dollars coming from companies that are together worth trillions is simply a cruel joke) — to public schools not just for computer “science”, but for art, real science , real math, history, languages, music, sports and all the other things that are critical for helping students reach their potential and contribute to our society ?
Or, at a bare minimum, how about if these companies paid their taxes instead of keeping tens of billions in offshore accounts to avoid taxes altogether.
The hubris of the owners of these companies never ceases to amaze me. They act like they are ‘self made”, when the truth is that if they lived in some other country, they would most likely be nobodies.
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