Saturday 15 June 2019

Week Six: Computational Thinking & Coding





The concept of computational thinking seemed to be a natural progression for the previous week's examination of digital identity and digital citizenship. Have a problem that needs to be solved? Why not utilize computational thinking?! Wing (2006) notes, “computational thinking confronts the riddle of machine intelligence: What can humans do better than computers? and What can computers do better than humans” (p. 33)? Computational thinking is the reformulation of a complex problem into one that can be managed. The components which comprise computational thinking differ between theorists but essentially utilize the four components as depicted in the image above. These components include decomposition (breaking the problem into simpler problems), pattern recognition (analysing similarities between problems to find a solution), abstraction (removing the unnecessary elements from the problem), and algorithm design (a set of rules or instructions to follow) (Shute, Sun, & Asbell-Clarke, 2017, p. 145). It is important to note that technology could potentially overcomplicate a problem. The emphasis should be on solving problems efficiently and effectively (Shute, Sun, & Asbell-Clarke, 2017, p. 151). The process helps streamline problem-solving which in turns makes students more discerning and effective learners and future problem-solvers.




Computational thinking has an origin in the work of constructionist theorist Seymour Papert and the seminal work of Wing (2006) (Shute, Sun, & Asbell-Clarke, 2017, p. 143). Constructionism is the experiential idea that learners construct mental models of understanding. In constructionism learning occurs most effectively when creating tangible objects, which includes project-based learning and problem-based learning, and builds on Jean Piaget's theory of constructivism (Cakir, 2008, pp. 194-198). Computational thinking certainly falls in line with my interest in game-based learning. Check out the retro video below on the work of Seymour Papert and an interesting debate between Paulo Freire (critical pedagogy theorist look here for more information and check out my post on critical digital pedagogy here) and Seymour Papert on the future of schools and technology:


Seymour Papert


Um Encontro Inesquecível entre Paulo Freire e Seymour Papert

Check out the following videos for an in-depth analysis and explanation of computational thinking presented by Jeannette Wing:


  Jeannette M. Wing - Computational Thinking and Thinking About Computing

  Jeannette Wing: Computational Thinking

 Checkout the videos below for an overview of what computational thinking is in a nutshell:

Unplugged - Computational Thinking


Computational Thinking by JULES
Check out Google Education's Page:


Working in the sphere of coding is the perfect application of computational thinking. The process requires one to use all components of computational thinking. To try coding for yourself try Scratch or Tynker. There are some excellent resources here too!


My Foray into Bitmoji

 https://www.bitmoji.com/

Sources

Cakir, M. (2008). Constructivist Approaches to Learning in Science and Their Implications for Science Pedagogy: A Literature Review. International Journal of Environmental & Science Education, 3(4), 193-206.

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.

Román-González, M., Pérez-González, J., & Jiménez-Fernández, C. (2017). Which cognitive abilities underlie computational thinking? Criterion validity of the Computational Thinking Test. Computers in Human Behavior, 72(C), 678-691.

Shute, V.J., Sun, C. & Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22, 142-158.


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1 comment:

  1. Brenda Stewart16 June 2019 at 07:09

    Love the Seymour Papert video. It brought me back to my high school computer class - and I can distinctly remember assignments that weren't too different from what those students were doing ("if then" and "go to" to make a flower bloom when the sun came out). It is odd that I have such clear memories of that class.

    I liked what Papert said about the fact that these computer assignments allow for students to discover on their own whether their work is "right or wrong", with a teacher telling them so.

    I will be checking out both Tynker and Scratch over the summer - to put my coding skills to the test. I then look forward to sharing these skills with my colleagues and students.

    Thanks for the great posts! Have a wonderful summer!

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