While I am extremely pleased and grateful that 26 years of writing on Linux Journal survive online without being 404’d, I also realize that this condition probably won’t last forever. Also, some pieces are now missing their images and other graces. This is one of them. It is also one of my best, I think, Or at least one of the most important. This is a late draft, rather than the published final text, but it’s still good. Read on and enjoy—Doc

It starts here, in the heart of Long Island, a couple dozen exits east of Queens. I saw it with my own eyes in Mineola’s Public Schools, where kids, led by a nonprofit called kidOYO (“Kid-oy-yo”), are learning to program in different languages on different computers and operating systems, creating and re-creating software and hardware, with fun and at speed. Their esteem in themselves and in the eyes of their peers derives from their actual work and their helpfulness to others. What I saw was also sure to strip the gears of any system meant to contain them. Mineola’s schools were not among those.

OYO means Own Your Own, and that’s what these kids are learning to do. In geekier terms, they are rooting their own lives online. They’re doing it by learning to program in languages that start with Scratch and move up through Python, Java, C# and beyond. They’re doing it on every hardware and software platform they can, while staying anchored to Linux, because Linux is where the roots of personal freedom and agency go deepest. And they’re doing in all in the spirit of Linus’ book title: Just for fun.

With kidOYO, the heuristics go both ways: kidOYO teaches the kids, and the kids teach kidOYO. Iteration is constant. What works gets improved, and what doesn’t gets tossed or replaced. The measures of success are how enthused the kids stay, how much they give and get energy from each other, and how much they learn and teach. Nowhere are they sorted into bell curves, given caste-producing labels such as “gifted” or “challenged.” Nor are they captive to the old report card system. When they do take standardized tests, for example the college AP (advanced placement) ones for computer science, they tend to kick ass. (At that link we see how nearly all the 6th-9th graders who took the test passed, meaning they were ready for AP college work.)

kidOYO is the creation of the Loffreto family: Devon, Melora, and their son Zhen, who is now 12. What started as a way to teach computing to Zhen turned into ways to teach computer science to every kid. Their methods resemble how the Linux kernel constantly improves, stamping out bugs and iterating toward ever-expanding completeness, guided by an equal mix of purpose and fun.

Before we met, I had assumed, from Devon’s writing style and deep knowledge of stuff, that he was a gentleman perhaps of my own age, or even older. So I was surprised to find that he was not only a youngish guy, but a New York state high school champion baseball and basketball player who went to college on a sports scholarship. Also that he looked a stunt double for George Clooney.

I also knew what he and kidOYO were doing was important. But my mind wasn’t blown until I finally obeyed Devon’s invitation to see their approach at work. That happened on Groundhog Day in February. (An album of pictures I took on that visit is on the Linux Journal Flickr site here.)

Mineola is about as prototypical as a middle class New York suburban town can get: a 2-square mile village of about 20,000 in the center of Nassau County, which lays between Long Island’s north and south shore and is home to about 1.5 million people. The Mineola Free Union School District, however, is anything but typical. I’ve never seen a public—or any—school system with its feet equally planted in the digital and the physical worlds, or as eager to run forward in both. For example, all three schools I visited had created social and hacker spaces within their libraries. The books and the stacks still mattered, but so did the ability of kids to research, learn and teach together using computing and related gear, such as 3-D printers and programmable robots.

Standing in the Coding Center at the Mineola Middle School, surrounded by kids doing amazing stuff on their Chromebooks, Dr. Michael Nagler (@naglersnotions), superintendent for the district, gave me the backstory on how kidOYO got involved.

“Three years ago my wife signed our son up for a coding class these guys were putting on,” he said. “So I drive my son out there, and I’m watching what they’re doing, and I’m impressed. I ask Dev, ‘Why aren’t you in schools?’ He says, ‘The schools won’t talk to us.’ So I say, ‘Well you’re in luck, because I know a guy.’ We worked to help adapt their platform for schools, starting with ours. And I mean all of ours. We jumped in the deep end, starting with the little kids first and pushing it up through high school. And now we’re on this three year journey, so far, during which everything changes. Constantly. The little ones get the skills, and they roll up. Now I have to adjust my next level, and do it waaay faster than I have to with any other curriculum. Right now, for example, for the AP Computer Principles course in high school, they’re doing the learning path for (hatchcoding‘s) Hatch 1 and Hatch 2. Meanwhile, my sixth graders are already finished with it. So by the time these sixth and seventh graders get to ninth grade, my expectation is that every student in the district is taking AP Computer Principles. That’s going to replace our Exploring Computer Science class. And then we build in connections. So we’re doing Arduinos here in the Middle School’s sixth grade, and simultaneously in ninth grade in the high school. Then, as the younger kids move forward, we’ll change the ninth grade setup.”

Since Maker Faire New York is a great place for kids from everywhere to show off their maker chops, I asked Dr. Nagler if they had plans for that.

“We merge CS and computational thinking with making. We have a whole design and creative thinking framework tied to our mascot, the mustang. We make ways for the kids to conceptualize, design, iterate, prototype, test, refine, go, back, and build things.”

I asked, “How do you deal with the combination of kids who are already on this path, kids who want to come in and need to catch up, and eventually everybody in the school doing AP level work on computers? And beyond that, how does this whole thing catch fire?”

“A couple of ways. First, it’s not an elective. Here in Mineola, every kid has to do it. They also have to do it in their subject classes. So we tie a coding project to a curriculum project. Every grade has to do three a year. So we teach a language that way. We teach it independently the OYO way. And we teach it the formal way, cycling kids through CS classes, for example here in this room. As for catching fire, we’re Ground Zero. We succeed here and it spreads to other districts.”

“How do you all scale? I mean both what you’re doing and what kidOYO is doing?”

“I think we’re unique in that I don’t want it to be a formal class. I want CS to be ingrained in everything we do. In the process we’ll refine it and share it in ways that can be adopted by other districts. I’m a big open source guy. Sharing is key. So I’m taking the kidOYO platform and building an open computer science curriculum in social space. The beauty of their platform is that it lets me build an OER—Open Educational Resources—using their concept of learning paths, which we also work on together. Dev also built me a website that I can send to an organization I belong to called the League of Innovative Schools, which is a national organization. We can crowd-source content there. For example I built a sample curriculum unit. I can push that out to various states. By crowdsourcing we already have a ton of content on there.”

At this point Devon joined the conversation. “Tell Doc about MC².”

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The Kids Take Over

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