Teaching Programming in the Age of Generative AI

Programming has been considered the "essence of informatics" since the beginning of computing as a discipline. Today, however, the availability of machine learning artefacts that produce high-level code from natural language specifications has completely changed the traditional meaning. Several recent papers reviewed the performance of code generators based on large language models on typical CS1 problems (e.g., from the many possible citations and how machine learning impacts K-12 teaching. Starting from this data, I will argue for the role of programming in the curriculum, distinguishing between programming taught as part of a holistic curriculum (as in some non-technical high schools) or as a vocational tool.