Transform your tablet into a hands-on coding adventure. The Coding Starter Kit builds coding skills in progression with 3 hands-on learning games. Students connect colorful blocks of code in front of the tablet’s screen to chart the adventure on their screen. Includes FREE Teachers Guide! Teach coding at an age-appropriate pace. Start the adventure in Coding Awbie, create music with Coding Jam, and then show off your advanced skills in Coding Duo! Early learners can begin with games focused on problem-solving and progress to concepts like sequencing and looping.
Coding Awbie introduces the foundational skills of programming as kids join Awbie on a strawberry-munching adventure.
Computational Thinking
Teaches programming through exploring the functions of decomposed parts, detecting patterns, and crafting algorithms.
Logical Reasoning
Integrates the “loop” block that reflects multiplicative thinking and the “if this, then…” block that highlights cause-and-effect.
Coding Duo
Overview
Coding Duo presents challenging puzzles that require two levels of sequencing using collaboration and programming concepts.
Computational Thinking
Introduces synchronized coding through exploring the functions of decomposed parts, detecting patterns, and crafting algorithms. The heightened complexity of the puzzles makes for a more challenging coding exercise.
Logical Reasoning
Integrates the “loop” block that reflects multiplicative thinking and the “if this, then…” block that highlights cause-and-effect while creating code cooperatively and synchronistically.
Coding Jam
Overview
Coding Jam focuses on the foundational skills of programming as students create music and beats of their very own.
Computational Thinking
Teaches programming through exploring the functions of decomposed parts, detecting patterns, and crafting algorithms.
Logical Reasoning
Integrates the “loop” block that reflects multiplicative thinking and the “if this, then…” block that highlights cause-and-effect while listening to the composed musical pieces in real time.
