Tag Archives: coding

Teaching offenders to code: supporting digital skills and reducing reoffending among those leaving prison

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Breaking the cycle of reoffending by teaching prisoners to code

In the UK, we have one of the highest numbers of adults in prison in western Europe, and of those who have been in prison, almost half will re-offend within a year of release. Reoffending in the UK is estimated to cost as much as £15bn each year. One of the major factors in reducing reoffending is finding and sustaining employment upon leaving prison, however, it has been suggested that the skills and training that offenders receive while in prison only prepares them in a limited way for life “on the outside”.

The importance of digital literacy and the disadvantage caused by a digital skills deficit

Whether it is applying for benefit payments, booking a doctor’s appointment, online shopping, paying council tax or word processing and data navigation in a wide range of today’s job roles, having a basic understanding of digital literacy is important. For many people these skills are acquired over time, sometimes even by accident as we come into contact with more and more digital services in our day to day lives, including in many of today’s jobs where word processing and email skills seem to be a given.

However, for people leaving prison, perhaps who have been away from the fast pace of digital development for a few years, the leaps and bounds in terms of technological change and how we use digital platforms for a range of tasks can be a daunting prospect. While there is some exposure to digital platforms inside prisons, there are increasing calls to ensure that in order to better reintegrate into society on release from prison, digital skills should be higher up the agenda for those prisoners being prepared for release.

Linking digital skill programmes to labour market need

While we raise concerns about digital literacy, it is also widely reported that the UK is facing a digital skills deficit, with job roles going unfilled because there are not enough skilled individuals to fill them. Why not then, supporters argue, align the two policies to meet a need within the skills market and better support offenders to be able to live a full, digitally literate life on their release from prison.

In his Ted talk on teaching coding in prisons, Michael Taylor highlights some of, what he sees as, the key issues with the current skills and training programme in prisons: it is mundane and repetitive, and it is not linked to skills or labour market need. Coding, he argues, in addition to being accessible, cheap to teach and not requiring any pre-requisite qualifications, is an easy way that prisoners can be equipped with high-level digital skills to help them find employment, and teach skills that employers want and need to employ.

He also argues that coding is a way to equip offenders with the basic tools to go into a range of careers or further training across a range of occupations, in a range of sectors doing a wide range of different jobs – giving the variety and scope for development that many offenders simply don’t get from current skills and training programmes. The benefits, he argues, go beyond just teaching the ins and outs of how to code, with digital skills having wider applicability around managing information, communicating, transacting, problem solving and creating as well as raising confidence and self esteem.

Learning from digital skill programmes in prisons elsewhere

The Last Mile programme in California is being used as a model to create a UK based coding programme for prisoners. The programme teaches digital skills, specifically coding, to allow offenders to find employment once they leave prison. The American programme is based out of San Quentin prison and has consistently shown positive outcomes for participants, with a recidivism rate for participants dropping from over 70% to 0 in the latest cohort of “graduates”. These positive and tangible outcomes are one of the reasons supporters have been so keen to roll out a similar scheme in the UK.

The UK Government has acknowledged this evidence and in March 2019 the Department for Digital, Culture, Media and Sport announced it is investing in two pilot schemes, one at HMP Humber and one at HMP Holme House which will see a selection of “carefully vetted prisoners” participate in new digital skills programmes. Prisoners will learn CSS, HTML and JavaScript before moving on to more advanced coding techniques. They will then be invited to work for partner companies, eventually on day release, with a view to better preparing them for work when they are released from prison, while also helping employers manage perceived risks that come with hiring former offenders.

Final thoughts

Offenders leaving prison face a number of barriers to successful reintegration into the community, and preparing them fully to meet all of these challenges can be a difficult task in itself. However, by better equipping offenders with digital skills we will enable them to leave prison with knowledge employers are looking for. Coding programmes could be one route to developing skills for prisoners due for release which can help them adapt to life outside prison, give them purpose and options and, it is hoped, reduce the likelihood of reoffending in the future.

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Making science fun … 12 great STEM apps for primary and secondary pupils

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british-science-weekBritish Science Week 2017 is in full swing and the theme this year is change. Whether it’s climate change or the changing seasons, transformative new materials or energy, there are changes happening all around us, all of the time. And British Science Week is also a chance to encourage young people to consider the changes they can enact to have a positive impact on the future. This may include choosing a career in STEM – science, technology, engineering, and maths.

Getting children and young people interested in STEM can be tricky, though. The British Science Week website includes lots of resources, and this year is promoting a citizen science ‘penguin-spotting’ project. Parents can also help, and what better way for kids to learn about STEM than through a fun interactive game on a tablet, phone, or other device?

There are some great examples of apps and computer-based games to help young people explore STEM concepts while experimenting, networking with other students, and sometimes even creating products.

We’ve highlighted some of these below – hopefully teachers, and parents, will have a look, be inspired and think about using them in school or at home.

Note: Many of the apps cover multiple areas of STEM. They are listed in order of recommended age of user from youngest to oldest. The apps are described by age and subject(s): Science, Technology, Engineering, Maths. So (4+) SEM means that the app is suitable for ages four and up, and students will learn about science, engineering, and maths.

  • Simple Machines by Tinybop
    (4+) SEM
    Students discover how simple machines work by conducting their own experiments and investigating invisible forces. Available in 40+ languages.
  • Endless Numbers by Originator Inc.
    (-5) M
    For children up to the age of five – this app is designed to set the stage for early numeracy learning. Although it is technically for kids below primary school age, it can be used to help older pupils who struggle with numeracy.
  • Blokify by Noquo Inc.
    (6+) SEM
    3D modeling software. Children can create toys that they can play with virtually, or physically via 3D printing.
  • Toca Lab by Toca Boca
    (6+) S
    Children explore the ‘colourful and electrifying world of science’ and interact with all 118 elements from the periodic table.
  • DoodleMaths by EZ Education
    (7+) M
    This app is designed to be used for only a few minutes daily. It identifies a child’s maths level and allows them to progress at their own pace. Teachers and parents can quickly and easily monitor a child’s progress. It’s also aligned to KS1 and KS2 National Curriculum for England and Wales.
  • Tynker for Schools by Neuron Fuel
    (9+) TE
    Kids learn to program and can build games, control drones, create apps, and more.
  • Learn Python by SoloLearn
    (9+) T
    A social and fun way for kids (and even adults!) to learn how to write Python code.
  • Tinkercad by Autodesk (Browser-based)
    (12+) SEM
    Pupils create 3D digital designs of toys, prototypes, home décor, jewellery and more.
  • 3D Brain by Cold Springs Harbor Laboratories
    (12+) S
    Pupils discover how the brain works using a 3D brain structure. They can also learn through interactive case studies about how brain damage, mental disorders and mental illness impact the physical structure of the brain.
  • Dragonbox Algebra 12+ by WeWantToKnow AS
    (12+) M
    A maths game that “levels up” based on pupil’s mastery of each concept or skill. Provides a balance between challenging children to advance their knowledge and understanding and allowing them to master concepts at their own pace.
  • Molecules by Theodore Gray by Touchpress Ltd
    (12+) S
    Students explore molecular dynamics. Also includes the full text of the book Molecules by Theodore Gray.
  • Ozobot
    (14+) T
    The app is used in conjunction with corresponding robots. Students learn to program an actual, tangible robot that they can control and then reprogram using the app.

The research for this blog was originally done by April Bowman, who joined us in July 2016 for a voluntary work experience placement, while studying for a Master’s in Public Policy at the University of Stirling, where her policy specialism was education policy and teaching practice.

Read some of our other blogs on education:

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Coding in Glasgow’s public libraries

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by Stacey Dingwall

Last week saw the annual CILIPS Autumn Gathering take place in Glasgow. CILIPS is the Scottish branch of the professional body for librarians and information professionals in the UK (CILIP). The Autumn Gathering provides professionals in Scotland with an opportunity to get together to discuss issues and trends within the sector and share best practice.

The day saw a range of sessions alongside two keynote addresses from Marc Lambert, CEO of the Scottish Book Trust, and Diane Bruxvoort from the University of Aberdeen. One of the most interesting talks I attended was given by Martin Goodfellow, who is the Coder in Residence at Glasgow Life. Martin previously worked on the Future Makers project, providing 5-17 year olds in Glasgow with the opportunity to learn digital making skills. The project was made possible due to the city winning Innovate UK’s Future Cities Demonstrator competition, and £24m in funding to explore ways to improve the city and the quality of life for its residents through technology.

For the uninitiated, Martin explained that coding=programming. It’s a form of computational thinking: something we all use in everyday life, e.g. in deciding when to stop looking for something, be it when shopping or looking for information.

Coding in Libraries

Martin’s remit is to support the creation of coding clubs in Glasgow’s public libraries. Glasgow is the first library service in the UK to have a Coder in Residence, and Martin is based at the city’s Mitchell Library, which has its own Digital Making Space and recently opened Scotland’s first Google Digital Garage.

In partnership with CoderDojo Scotland and Virgin Media, the first Glasgow coding club was set up in the Mitchell’s Digital Making Space. The club hosts regular CoderDojo events, and the clubs have started to roll out to several of Glasgow’s local libraries.

The events are aimed at young people aged 8-17 and operate democratically, in that there is no set curriculum in place at the clubs. Instead, participants work on their own projects or suggest ideas for the club to take part in. Martin described some of the projects the club have been involved in, noting that these are sometimes in collaboration with other cultural events in Glasgow. For example, during the last Celtic Connections festival, some of the young coders were involved in building a program that saw Scotland the Brave remixed using various different effects. He also showed off a 3D printed Mitchell Library created by the club in Mindcraft as part of the BBC’s Build it Scotland event, which is to be included in a forthcoming visual map of Scotland.

Making not consuming

Martin explained that club had used Sonic Pi in order to create the music program. This is just one of the software packages that participants can access at the clubs, alongside tools including Raspberry Pi and Scratch. He also demonstrated one of the outcomes of the club’s use of Twine, which had resulted in the creation of a ‘choose your own adventure’ style game, which sees players either going from the Mitchell to a secret Biffy Clyro gig, or missing out on the gig, depending on their choices.

Here, Martin placed an emphasis on public libraries being seen as not only a space where people can use technology to access resources, but also learn how to use technology: digital making, not just digital consumption. This is similar to the makerspace movement in libraries, which we looked at on the blog last month.

Teaching children how to code is part of the gamificiation of education trend, which takes concepts that children are used to in video games and uses these to support educational attainment. Gamification in general is a key trend at the moment, as seen in apps like Pokémon Go which is suggested to produce physical health benefits for players.

Martin highlighted that the clubs have worked with the STEMnet Ambassador programme, in which people volunteer to support and encourage young people to participate in, and enjoy, STEM subjects, both in and outside of the school setting. With the UK facing an estimated shortfall of 40,000 STEM workers per year (often blamed on societal stereotypes which can discourage certain groups – particularly girls –  from studying STEM subjects), the work that the programme and initiatives like the coding clubs do is vital.

The future

The fact that there has been no real need to promote the coding clubs in Glasgow beyond using social media shows that young people are interested in STEM subjects, if they are presented in a way that is enjoyable and accessible to them. Martin spoke about Glasgow’s participation in National Coding Week last month, during which the clubs hosted a range of events including intergenerational sessions, which saw parents come in and learn from their kids about coding. The idea of ‘teaching an adult to code’ is one that is hoped to be continued in the coding clubs. The other key aims include having a club running in every one of the city’s public libraries, expanding the clubs into schools, and ensuring their sustainability.

If you liked this, you might like our other posts on STEM and digital participation:

Introducing 12 great STEM apps for primary and secondary pupils

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Guest blog by April Bowman

Originally from Kansas, USA, April taught elementary school children before coming to Scotland to continue her academic study. She is currently in her final semester of study of the Master’s in Public Policy  programme at the University of Stirling, where her policy specialism has been education policy and teaching practice. April joined our Knowledge Exchange team for two weeks in July on a voluntary work experience placement.

What better way for kids to learn about STEM (science, technology, engineering and maths) than through a fun interactive game on a tablet, phone, or other device? There are some great examples of apps and computer-based programs to help students explore STEM concepts while experimenting, networking with other students, and sometimes even creating products. I thought it would be useful to to highlight some of these – hopefully teachers, and parents, will have a look and think about using them in school or at home.

Note: Many of the apps cover multiple areas of STEM. They are listed in order of recommended age of user from youngest to oldest. The apps are described by age and subject(s): Science, Technology, Engineering, Maths. So (4+) SEM means that the app is suitable for ages four and up, and students will learn about science, engineering, and maths.

  • Simple Machines by Tinybop
    (4+) SEM
    Students discover how simple machines work by conducting their own experiments and investigating invisible forces. Available in 40+ languages.
  • Endless Numbers by Originator Inc.
    (-5) M
    For children up to the age of five – this app is designed to set the stage for early numeracy learning. Although it is technically for kids below primary school age, it can be used to help older pupils who struggle with numeracy.
  • Blokify by Noquo Inc.
    (6+) SEM
    3D modeling software. Children can create toys that they can play with virtually, or physically via 3D printing.
  • Toca Lab by Toca Boca
    (6+) S
    Children explore the ‘colourful and electrifying world of science’ and interact with all 118 elements from the periodic table.
  • DoodleMaths by EZ Education
    (7+) M
    This app is designed to be used for only a few minutes daily. It identifies a child’s maths level and allows them to progress at their own pace. Teachers and parents can quickly and easily monitor a child’s progress. It’s also aligned to KS1 and KS2 National Curriculum for England and Wales.
  • Tynker for Schools by Neuron Fuel
    (9+) TE
    Kids learn to program and can build games, control drones, create apps, and more.
  • Learn Python by SoloLearn
    (9+) T
    A social and fun way for kids (and even adults!) to learn how to write Python code.
  • Tinkercad by Autodesk (Browser-based)
    (12+) SEM
    Pupils create 3D digital designs of toys, prototypes, home décor, jewellery and more.
  • 3D Brain by Cold Springs Harbor Laboratories
    (12+) S
    Pupils discover how the brain works using a 3D brain structure. They can also learn through interactive case studies about how brain damage, mental disorders and mental illness impact the physical structure of the brain.
  • Dragonbox Algebra 12+ by WeWantToKnow AS
    (12+) M
    A maths game that “levels up” based on pupil’s mastery of each concept or skill. Provides a balance between challenging children to advance their knowledge and understanding and allowing them to master concepts at their own pace.
  • Molecules by Theodore Gray by Touchpress Ltd
    (12+) S
    Students explore molecular dynamics. Also includes the full text of the book Molecules by Theodore Gray.
  • Ozobot
    (14+) T
    The app is used in conjunction with corresponding robots. Students learn to program an actual, tangible robot that they can control and then reprogram using the app.

Read some of our other blogs on digital skills:

Members of the Idox Information Service can also read the In Practice research briefing written by April, looking at the teaching of STEM subjects in UK schools for more information on using digital platforms in teaching.

Follow us on Twitter to see what developments in public and social policy are interesting our research team.

The myth of the digital native? Young people, education and digital participation in Scotland

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Digital participation has been high on Scotland’s political agenda of late. Connectivity featured as a key pledge during the SNP spring conference in March. Meanwhile, both Scotland’s Digital Participation Charter and the UK government digital strategy are looking to engage those people who don’t have access to, or who do not feel confident using, technology.

Increasingly, the focus is on young people, many of whom do not remember life without internet access or mobile phones. The term being used for such young consumers of technology is “digital natives” – a digitally proficient generation which is more reliant on digital technology than older generations.

However, while in some areas of Scotland more than 80% of young people now have access to a tablet or a smartphone, their depiction as a “digital generation” may not be as accurate as first thought.

Digital competence isn’t inevitable

Some academics have challenged the notion of a “digital native”, observing that children only become digitally active if they are exposed to digital media from a young age. While a lot of research has been conducted around the impact of digital technology on those who have access, for example understanding how it effects family dynamics or health and wellbeing, less is known about the impact of not having exposure to digital technology.

This is something which needs to be explored further, and highlights that the term “universal digital native” is misleading. For example, in many areas of Scotland 17% of the population have no internet access.

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Image by Intel Free Press via Creative Commons

School-based initiatives to improve digital exposure and digital literacy

Research into digitally excluded children emphasises the important role of education on children’s digital development. School could potentially be the only opportunity for some children to receive guided exposure to the digital world, highlighting the importance of integrating digital literacy into the wider curriculum.

Individual schools have their own schemes to promote digital literacy. However, some barriers are holding children back from harnessing their potential, including:

  • allotted Information and Communications Technology (ICT) slots
  • teachers who are reluctant to teach extensively with ICT because of gaps in their own digital skills
  • concerns about exposing children to potentially harmful material.

Secondary schools in Inverclyde have trialled a ‘bring your own device’ scheme, where children use their own digital devices in lessons. Initially, there were concerns about the potential exclusion of those children who did not have their own computing devices, and about personal information being transferred across shared school networks. However, steps were taken to ensure a stock of school devices were available for those children who were unable to bring a device, that networks were secure, and that strict rules regarding the use of the technology were enforced.

Children were encouraged to work in pairs or groups to help with communication, partnership working and sharing of knowledge, which also reduced the number of personal devices in use. The scheme is still in its infancy, but already it has enabled digital technologies to be incorporated into many aspects of the Curriculum for Excellence, including: internet research, app design, online learning games and tools, photography and recording of voice notes.

UK- wide rollout of coding scheme

At a UK level, children in year 7 in England and Wales, S1 in Scotland and year 8 in Northern Ireland (aged 12) are being given the opportunity to learn how to code through a scheme rolled out by the BBC in partnership with 29 other key organisations, including Microsoft, Samsung and Barclays. The BBC Micro: Bit initiative provides children with a pocket sized computer which they can code to bring digital ideas to life. The computers are compatible with other devices, such as the Raspberry Pi, and so can be used as a springboard to more complex coding and computer programming.

The computer provision is supported by online learning resources, which teach coding techniques and give ideas about the sort of actions children can code their Micro: Bit to complete. It’s hoped that the initiative will inspire more young people to study computer science at degree level.

Implications of the digital native for education

It is clear that the education system needs to adapt to incorporate digital practice into everyday teaching. However, this has generated some debate surrounding the implications for education of the ‘digital native’ concept: how can you teach a child if they are (or are perceived to be) more proficient than their teacher? How do you integrate new technology into teaching if the teacher and pupil are learning about it at the same time?

However, failure to tackle the issues of integrating “digital” successfully into the curriculum, and digital exclusion in schools and at home could also have serious implications. If a significant portion of the next generation is digitally excluded this potentially puts them at a significant disadvantage in terms of employment and further education.

Our popular Ask-a-Researcher enquiry service is one aspect of the Idox Information Service, which we provide to members in organisations across the UK to keep them informed on the latest research and evidence on public and social policy issues. To find out more on how to become a member, get in touch.

Follow us on Twitter to see what developments in public and social policy are interesting our research team.