Abstract
Recent news suggests that the advent of AI-generated coding tools signal the end of humans programming. This news should not, however, suggest that students not learn how to program but instead that instructors rethink how they teach programming. Math education has already addressed the challenge of teaching fluency when there is technology for basic tasks by having students use multiple representations, different approaches, and explanations of others' work to emphasize problem-solving, critical thinking, and communication while still teaching basic skills. These approaches can also be applied to computer science education, especially in an introductory course, and with the same benefits.
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