Computational thinking involves solving problems, designing systems, and understanding human behaviour, by drawing on the concepts fundamental to computer science (Wing, 2006, p. 33). Computational thinking incorporates conceptualising ideas and solving problems using a computer rather than programming using binary numbers.
Skills that are commonly used throughout computational thinking are;
- Formulating problems in a way that enables us to use a computer and other tools to help solve them.
- Logically organising and analysing data.
- Representing data through abstractions such as models and simulations.
- Automating solutions through algorithmic thinking (a series of ordered steps).
An example of how these skills are implemented throughout a program could be the use of micro:bit. Students are required to put steps in order, program and download the software onto the micro:bit in order for it to project the instructions onto the small display screen. Other cost-effective programs similar to this, where students would be required to provide a set of instructions to an object would be scratch.
https://makecode.microbit.org/#
https://scratch.mit.edu/projects/editor/?tutorial=getStarted
Computational thinking is a defining feature of the Australian curriculum in Digital Technologies, it promotes team work between students and encourages both teachers and students of failed solution attempts (Barr & Stevenson, 2011). When introducing computational thinking in the classroom there are a range of technologies that can be used (other than the two mentioned above) such as beebots, blockly and code academy. Implementation of these programs should be applied as a large room approach, where there are different levels and each student can work at their own level and pace. The first level is “Low floor”, it is an easy entry ability level where students pick up the skills they require for the rest of the levels. Next is “High ceiling”, where students develop an opportunity to extend their knowledge and interest. Lastly, “Wide walls”, where students are introduced to a variety of project ideas and methods, that they will need to implement throughout their learning space (Resnick, 2009).
Other cross curricula ways that computational thinking can be implemented is through scientific thinking, as students can be given a scenario where they are required to test out the pH levels of different objects such as soil and their bodies. By using these programs students are encouraged to sequence, select and repeat different methods and scenarios, which would also be linking to mathematical concepts such as algebra. When implementing computational thinking and linking it to other key learning areas it is vital to make abstraction and patterns explicit to help students see connections.
Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: what is Involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48-54.
NSW Education Standards Authority (NESA). (2017). NSW English Syllabus K-10. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., et al. (2009). Scratch: programming for all. Communications of the ACM, 52(11), 60-67.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. Available from: http://dl.acm.org.simsrad.net.ocs.mq.edu.au/citation.cfm?doid=1118178.1118215
All images are mine unless otherwise stated.
Digital Creativity and Learning 
Hi Abeer,
Great insight! In my personal experience with Scratch I definitely noticed that it takes quite some time to figure out the logistics of the program so I agree that applying a large room approach would be beneficial. Allowing students to gradually progress from “low floor” to “high ceiling” would not only enable them to pick up and develop complex skills but to also find learning with Scratch (or Mirco:bit) engaging. I’m sure that students may experience frustration during learning if they were initially given the whole program to work with rather than a unit focusing on achieving a specific goal.
I liked your suggestion on how Mirco:bit and and Scratch can be linked to the Science KLA and although I’m a primary pre-service teacher, I’m curious to know how it might be used to teach algebra.
Cindy
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Hi Abeer,
Great post, I also agree the programs should be applied as a large room approach. By allowing students to work at their own level and pace, it allows students to be more creative. By working at their own level and at their own pace, students won’t feel overwhelmed by the programs and can comfortable pursue topics that suit their skill sets.
At what schooling stage would you recommend implementing the likes of micro:bit and Scratch in a classroom?
All the best with the rest of the semester!
Thanks,
Ashleigh
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Hey Ashleigh,
In regards to implementing the likes of micro:bit and Scratch in a specific stage i would most likely apply it in stages 2 and 3. I wouldn’t apply it in the younger years because it is difficult to program and use.
Thank you,
Abeer
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Hi Abeer,
Great insight into computational thinking! I think it’s very important that you have thought about how you would differentiate students with these technologies. I have seen too often in classrooms where often those students that aren’t necessarily ‘technologically advanced’ get left behind. So its fantastic that you recommend an entry level that student start are and develop from there.
I personally think scratch is a great program with all of the animations it creates engagement and interest with the students. However, if it is going to be used with the younger grades I would suggest giving some sort of prior experience to coding to get a foundation of what is actually happening when you put the coded blocks together. An example of this is exposing them to bee bots, with these students will gain an understanding of the basics to computational thinking and coding. For e.g., if you press the forward button then the left and then the forward, the students will see how the bee-bot has coded that and then completed the steps. I think this is really important for students to gain a deep understanding of before exposing them to more sophisticated programs/technologies.
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Abeer presents an explicit definition of computational thinking and skills involved. She portrays an example of not only one, but two programs ‘Micro:bit’ and ‘Scratch’ which are useful for students to develop computational thinking, and provides a summary, as well as personal examples of experimenting with these coding websites. Abeer incoporates the new Digital Technology syllabus in her blog, stating a range of digital technologies that can be used in the classroom, and provides suggestions for incorporating these in KLAs.
A suggestion could be to place headings so readers know what the information is about. Coding can help foster creativity as individuals can create games, such as the ’scissors, paper, rock’ game students played in week 4’s tutorial, as well as musical instruments. With coding, it can be difficult for students to learn as I found in the tutorial. A suggestion could be teachers should explicitly model the process for students to follow step by step. Well done on the dedication of using the two programs!
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Hi Abeer,
Thanks for a great post on computational thinking! I enjoyed how you deconstructed computational thinking in your introduction, almost modelling effectively what computational thinking really entails. I thought your blog’s emphasis on computational thinking is important for teachers to learn about, as emphasised in your point about the new Technologies syllabus documents.
In the examples of technologies you listed in your blog, I would have liked to see more about what would have done with them in the classroom. Other than using these technologies to foster computational thinking, how could you use them to specifically foster creativity? Whilst we covered micro:bit in depth during the tutorial, I had not yet had a chance to explore Scratch for myself, so it would be great to get some insight into your personal experiences.
I thought the outline of Resnick et al’s pedagogical approach to teaching computational thinking using emerging technologies was useful – I had not heard of the low floor, high ceiling and wide walls model; and this is something that I could definitely apply to my own teaching. I agree that it is a great method of getting students to gradually deepen and widen their skillset, in a way that is not too overwhelming or confronting. This feels especially critical given how initially difficult I found programming to be. By giving students sufficient guidance but still room for error and experimentation, they can learn effectively whilst maintain engagement and motivation.
Regards,
Amalina.
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