Computational Thinking
Computational thinking is a skill involving problem solving and techniques used to write computer programs and applications. Some specific techniques used include; decomposition, pattern recognition, pattern generalization and abstraction, and algorithm design (Google).
Barr and Stephenson (2011) pose the questions:
- What would computational thinking look like in the classroom?
- What are the skills the students would demonstrate?
- What would a teacher need in order to put computational thinking into practice?
- What are teachers already doing that can be modified and extended?
For my reflection I am going to explore these questions in relation to The Australian Curriculum and complete a series of digital challenges to extend my knowledge of computational thinking and how to implement this in the classroom.
International Society for Technology in Education (2015) describes computational thinking as the following:
- The ability to formulate problems enabling the use of computers and other tools.
- The ability to logically organise data.
- The ability to represent data through abstractions such as models and simulations.
- The ability to find solutions through algorithmic thinking (a series of ordered steps) and;
- The ability to identify, analyse and implement possible solutions using the most effective steps.
Although these characteristics may not be definitive, it provides an overview of the things that might already be happening in the classroom to adapt computational thinking. For example; the ability to logically organise data would be a skill students have already developed through science experiments where they are asked to completed an experiment and organise that data into a scientific report. The ability to find solutions through algorithmic thinking can be developed through writing instructions in a literacy lesson. So as you can see - computational thinking is a skill being developed through everyday experiences in the classroom.
The challenges below provide ideas of how computational thinking can be incorporated into the classroom and considerations for curriculum will be discussed.
Digital Learning Challenge - Codes
I completed the Khan Academy Introduction into Java Script, which I thought would be extremely useful in a year 3-4 classroom. I chose this activity for a year 3 or 4 classroom as it is a tutorial providing all students with in depth instructions for the activity and introduces the students to new and unfamiliar vocabulary in a way they will understand. To adapt this activity the students will be asked to create a landscape picture as the final product.
I began an example of the task above, it was very time consuming so I did not finish it. But I think it provides an indication of what will be expected.
I believe time will be the biggest factor when implementing an activity such as the one above. I spent 45mins on the above picture and that is as far as I had gotten. For the students to successfully complete the task clear instruction and teacher assistance will be required. Some students may find this concept difficult, especially if they are not confident with coordinates as this requires you to think about where the shapes will be on the coordinates. For students who are struggling with this concept it may help to complete the activity on graph paper before moving onto the online activity as it will provide them with a visual representation of the pixels (eg. 0-400 pixels).
Digital Learning Challenge - Algorithms
I began this challenge by creating the tuckshop survey. Unfortunately, I did not consult with a tuckshop for the challenge however I created general questions and was able to show my ability to create an Abstraction in Microsoft Word.
I loved this activity and I believe it is something that could be used in the classroom to promote computational thinking as it requires students to gather data and present it in a word document. Through careful instruction I believe this is an activity most students will be able to complete and is an activity that could be used in many subject areas.
The second activity I completed was the ThinkingMyself website. This is a great introduction into the focuses for this course - abstraction, patterns, decomposition and algorithms.
Digital Pedagogy
I have explored the use of flow charts or hierarchy to represent information. After completing a google search of this concept there were many example presented. These flow charts are a great way to incorporate discussion into the classroom and we have also explored other digital formats such as bubbl.us and mindomo.
Lastly, a short not on the difference between digital and media literacy based on a discussion by Media Smart.
Digital Literacy: Skills needed to live in a digital world; eg. personal, technological and intellectual. Encompasses practical competencies from playing, learning and working in a knowledge economy which is separate from media literacy.
Media Literacy: Engagement with mass media using a variety of skills such as critical thinking, communication and information management skills.
Theses two concepts are skills that are taught within the Australian Curriculum: Technologies and some of these ideas have been explored throughout this reflection.
References
ACARA. (2014). Digital Technologies. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1
Barr, V. & Stephenson, C. (2011). Computational thinking to K-12: What is involved and what is the role of the computer science education community. ACM Intoads, 2(1), 48-54. From https://www.iste.org/docs/nets-refresh-toolkit/bringing-ct-to-k-12.pdf?sfvrsn=2
Media Smarts. (n.d). The intersection of digital and media literacy. Retrieved from http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/intersection-digital-media-literacy
Thinking Myself. Retrieved from http://games.thinkingmyself.com/
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