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"omputational thinking is one of the core objectives that runs through the computing program of study in England from Key Stage 1 to Key Stage 4. Before computers can be used to solve a problem, computational thinking refers to understanding the problem itself and the ways in which it could be resolved. Software engineers and computer scientists for example, routinely engage in computational thinking. As a higher order thinking skill, computational thinking has applications both across and beyond the school curriculum. There are four key techniques to computational thinking: Abstraction - focusing on the important information only, ignoring irrelevant details Algorithms - developing a step-by-step solution to the problem Decomposition - breaking down the problem into smaller, more manageable parts Logic - looking for similarities among and within problems Learning to program is one of the best ways to develop computational thinking, as it uses each one of these techniques. My intention here is to show an example of a lesson in which computational thinking is taught at Key Stage 1 (5 to 7 years) through programming. I took the lesson plan (attached above) from The Barefoot Computing Project and I taught it to my 1st grade class last week.  It required the children to work in pairs to create step-by-step instructions through pictures.  The pairs then swapped each other's instructions, which they used to draw the 'crazy character' that the other child had in mind."

"Like most students at the time, I did not have access to computer science classes when I attended Wilde Lake High School in Columbia during the 1980s. I only stumbled upon the field when my high school math teacher recommended that I take a FORTRAN programming course at Howard Community College. I quickly learned that programming was like nothing I had experienced in school before. Whenever I finally solved a problem, there was a deeply satisfying "aha!" moment. As a result, I studied computer science at Harvard and received my Ph.D. in the field from the University of California, Berkeley. Nearly four decades after I took that first FORTRAN class, I'm a professor of computer science and associate dean at the University of Maryland, Baltimore County. I was fortunate to have found my passion, even though computer science was not taught at my school. The unfortunate fact is that most K-12 schools still do not teach computer science, and most of today's high school and college students - particularly women - have still had little or no exposure to computational thinking, coding or computer science. There are certainly many students who would make great computer scientists, or who could leverage computing skills to achieve success in any number of other fields, who never take a single related class. Even in Maryland, one of the most technologically advanced states in the nation, only 14 percent of students take a computer science class in high school, and nearly half of the public high schools do not offer any AP computer science classes."

"It's high time for students to move beyond an hour of coding exercises and learn computational thinking. That's the message of a new report from Digital Promise that examines what's important to know and be able to do in a "computational world." Digital Promise is a non-profit that that promotes the use of innovation in education, particularly as it uses digital technologies. The new report, "Computational Thinking for a Computational World," explains its theme of computational thinking by borrowing a description from a long-ago article published by the Association for Computing Machinery: It is "a way of solving problems, designing systems and understanding human behavior that draws on concepts fundamental to computer science… a fundamental skill for everyone, not just computer scientists." More simply, the report noted, "The skill required to tell a computer what to do is programming. The thought process behind programming is computational thinking." What it isn't is humans thinking like computers. And, according to the report's authors, it's something that needs to be taught across subjects in K-12 schools."

"Computational thinking is the thought processes involved in formulating a problem and expressing its solution(s) in such a way that a computer - human or machine - can effectively carry out. Informally, computational thinking describes the mental activity in formulating a problem to admit a computational solution.  The solution can be carried out by a human or machine. This latter point is important.  First, humans compute.  Second, people can learn computational thinking without a machine.  Also, computational thinking is not just about problem solving, but also about problem formulation.1 The Digital Careers organisation says that students need experience and skills in computational thinking and computer programming (coding) to be successful in their future careers.2 The NSW syllabuses provide a range of opportunities to develop students' understanding of computational thinking and coding. This guide draws out the areas where computational thinking can be applied within the existing NSW K-8 syllabuses. Like the syllabuses, it is organised into stages of learning and subdivided into learning areas, with suggested activities and links to online resources. Not all resources and activities listed in this guide refer to coding explicitly, but they do aim to develop algorithmic and computational thinking skills to better enable students and teachers to reach a coding goal."

"Unfortunately, the way computer science is currently taught in high school tends to throw students into the programming deep end, reinforcing the notion that code is just for coders, not artists or doctors or librarians. But there is good news: Researchers have been experimenting with new ways of teaching computer science, with intriguing results. For one thing, they've seen that leading with computational thinking instead of code itself, and helping students imagine how being computer savvy could help them in any career, boosts the number of girls and kids of color taking-and sticking with-computer science. Upending our notions of what it means to interface with computers could help democratize the biggest engine of wealth since the Industrial Revolution."

"This coming week is  Computer Science Education Week, an annual event dedicated to inspiring students to take an interest in computer science. It may start with an 'Hour of Code' in some schools, but the goal is to reach "Computer Science for ALL." That means planning for more than a couple of programming exercises, and thinking deeper about how to create programs that teach computer science to every student. Where can schools start? Here are three guiding principles that have led to the success of the computer science programs at Los Altos School District (LASD) where I work as a teacher and computer science integration specialist. At our K-8 district in Northern California, all 4500 students learn computer science through programs that have been growing over the past seven years."

"It's sounds like a paradox. How can you teach computer programming without a screen? Computer programming is a term synonymous with coding, after all. Text, letters, syntax, arranged in meaningful sequences that give machines instructions. We code with our keyboards and we see code on our screens. But there is a clear distinction between coding and computer programming, and an even greater distinction between coding and computational thinking, the logical foundations of computer programming. It is basics of computational thinking that children in Pre-K should learn first, in fact, and they can be taught these skills through hands on play, with no screen time at all."

"A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate - able to use, and express themselves and develop their ideas through, information and communication technology - at a level suitable for the future workplace and as active participants in a digital world."

"At the secondary level, core computer science (CS) concepts and practices are taught in courses typically within the information technology (IT) career cluster under the umbrella of career and technical education (CTE). However, CS concepts and practices are also increasingly being incorporated into academics and also electives (and are influenced by art and design). No matter the discipline, creating computational artifacts is one of the core CS practices students should consistently experience to become better problem-solvers. Computational artifacts may include images, videos, presentations, audio files and computer programs. Precise and consistent practice in computer programming (CP) will help students construct cross-curricular knowledge in tandem with both academic and CS concepts and practices. As CP is the process of writing a program from start to finish, students receive exposure in the amalgamation of practices 3-6 found in the K-12 Computer Science Framework. So, how can we successfully engage students in CP? Here's how we can do so in four major steps."

"Computer programming, otherwise known as coding, is currently offered in a small fraction of US K-12 schools. There has been a push to change this recently, as evidenced by several White House initiatives, the heavily publicized Hour of Code program, and recent large scale adoptions of hands on STEM programs such as Project Lead the Way. Serious challenges remain. Many schools find themselves ill-equipped to set up coding for schools programs, citing reasons such as insufficient human capital, out-of-date equipment, and high speed internet issues. Setting up effective coding programs at schools can be challenging, and there as many issues to consider including curriculum selection, staffing, professional development, and funding. One fundamental issue dogs nearly every program implementation. Trained engineers with coding backgrounds are needed to provide the level of rigor needed to support high quality computer programming courses. It is hard enough to find skilled engineers to handle private sector demand, and even more challenging to find those with in teaching. In this guide, we provide teachers and administrators with guidance on how to set up effective K-12 computer programming courses, whether they be comprehensive STEM curriculum implementations, daytime classes or after school clubs."

"With so many Raspberry Pi projects to choose from, it can be tricky to find the one you really want to build. Our advice is to find a way to marry the Pi with something you really love. One great example is TV and movie robots - iconic characters from popular sci-fi that can be rebuild at home with a Raspberry Pi built in. Once constructed, your robot might be able to utter commands when a condition is met (perhaps a sensor detects motion). Or it might move around, learning about its surroundings, or reading information to you from Wikipedia. Whatever you have in mind, it should be relatively straightforward to plan and execute. It may take some time, however. Here are five example projects that show how you can combine a Raspberry Pi 2 or later with your favorite fictional robot. 5 Things Only a Raspberry Pi 2 Can Do 5 Things Only a Raspberry Pi 2 Can Do The latest edition of the pint-sized computer is awesome. So awesome, in fact, that there's 5 things you can only do on a Raspberry Pi 2. READ MORE 1. R2-D2 We've all wanted our very own astromech droid, haven't we? Sure, no one on earth is (currently) operating a light speed drive, but Star Wars droid R2-D2 has far greater abilities than onboard spacecraft maintenance. For instance, he can hold torches, carry a tray of drinks, and launch lightsabers across pits in the desert. Okay, it's unlikely you'll manage to get your own R2-D2 robot to do that… but don't let that put you off. Check out this little guy, controlled by a Raspberry Pi. While this project was based on an existing R2-D2 toy, that shouldn't limit your ambition. You'll find plenty of R2-D2 builds on YouTube. There's a massive R2-D2 building community online. Finding one that has a drive unit should be ideal for integrating a Raspberry Pi (and perhaps an Arduino, which you can use the two together) and developing a more realistic R2-D2 experience. Arduino vs Raspberry Pi: Which Is The Mini Computer For You? Arduino vs Rasp

"In this post, I would like to review a thinking processes that can be applied across the curriculum providing a process for authentic understanding of standards. The cognitive process I am referring to is Computational Thinking (CT). This type of thinking is important not just in high stake testing, but also success in that world after school. Perhaps you have come across the idea of computational thinking in education. The best way to describe computational thinking is to look at the way a computer thinks… or at least runs a program. This is actually the most important concept a student learns through coding and developing computer programs. We must keep in mind that it is not the coding that is important… but the thinking process. After all… one can use a computer, but not actually use computational thinking skills. "

"About two decades ago The MIT Media lab introduced the concept of block-based programming. The idea was to develop an interface that allowed computer programs to be built by simply dragging and dropping puzzle blocks to represent complex programming constructs and commands. With this new method for teaching and learning computer science, the hugely popular Scratch platform was born. This approach lowered the bar for experimenting with programmatic thinking, making it possible for students to create interactive animations and small games without writing a single line of code. This simple concept removed the need to learn the syntax of a formal programming language, and made teaching and learning the basics of computer science accessible to younger learners and to teachers with no formal coding background. Outside of the classroom though, coding has always been, and still remains, a process of typing letters, numbers and symbols. This text-based programming, used in programming language such as C, Javascript and Python, requires coders to obey and conform to formal syntax. Despite the pain of dealing with typos in names of variables and inevitable syntax errors, no other coding method designed to be more "user friendly" has really caught on. Tools have been offered for managers to define business logic through a graphical user interface without writing lines of codes. Or for web developers to add interactive behaviors to their websites without learning Javascript. But in reality, neither of those substitute the power and flexibility of text-based programming. And with neither winning significant adoption, the demand for the classic skill of text-based coding continues to grow and grow."

This looks like just the type of program a middle school librarian could love. CS, or Computer Science First is a free Google program designed to increase student exposure to computer science education through after-school, in-school, and summer programs in a club approach run by teachers and/or community volunteers. CS First works towards its goal of developing student courage, confidence and curiosity about computer science by providing a wealth of free training materials targeted at students grades 4 through 12. The resources may be tailored for nearly any schedule. Students learn how to build creative projects using Scratch, learn about the critical role computer science and coding play in today's world, and explore technology-based career options. There's something here every kid could love as well.

"Teaching primary and secondary students how to program has become a hot topic lately. Even people like United States President Barack Obama to actress Angela Bassett to music artist Shakira have spoken about the value of computer programming in an initiative called Hour of Code. With good reason too. Technology is a major part of our lives. Knowing how to build new technologies means having the ability to shape its direction. So let's encourage students not just how to program, but how to write programs that can help our world. And to start, technology coordinator Holli Scharinger has curated a set of web, desktop, and mobile apps that students can use to learn computer programming."

"Regardless of whether you think every infant needs an iPad, I think we can all agree that technology has changed education for the better. Today's learners now enjoy easier, more efficient access to information; opportunities for extended and mobile learning; the ability to give and receive immediate feedback; and greater motivation to learn and engage. We now have programs and platforms that can transform learners into globally active citizens, opening up countless avenues for communication and impact. Thousands of educational apps have been designed to enhance interest and participation. Course management systems and learning analytics have streamlined the education process and allowed for quality online delivery. But if we had to pick the top ten, most influential ways technology has transformed education, what would the list look like? The following things have been identified by educational researchers and teachers alike as the most powerful uses of technology for learning. Take a look. 1. Critical Thinking In Meaningful Learning With Technology, David H. Jonassen and his co-authors argue that students do not learn from teachers or from technologies. Rather, students learn from thinking-thinking about what they are doing or what they did, thinking about what they believe, thinking about what others have done and believe, thinking about the thinking processes they use-just thinking and reasoning. Thinking mediates learning. Learning results from thinking. So what kinds of thinking are fostered when learning with technologies? Analogical If you distill cognitive psychology into a single principle, it would be to use analogies to convey and understand new ideas. That is, understanding a new idea is best accomplished by comparing and contrasting it to an idea that is already understood. In an analogy, the properties or attributes of one idea (the analogue) are mapped or transferred to another (the source or target). Single analogies are also known as sy

"This guide aims to help develop a shared understanding of the teaching of computational thinking in schools. It presents a conceptual framework of computational thinking, describes pedagogic approaches for teaching and offers guides for assessment. It is complementary to the two CAS guides published in November 2013 (Primary) and June 2014 (Secondary) in supporting the implementation of the new National Curriculum and embraces the CAS Barefoot and CAS QuickStart Computing descriptions of computational thinking. Computational thinking lies at the heart of the computing curriculum but it also supports learning and thinking in other areas of the curriculum."

"As society anticipates a future filled with artificial intelligence, experts are theorizing ways that we humans can outperform the computers that are being programmed to perfection. Some believe educators should focus on building soft skills like empathy and interpersonal communication so humans and robots can complement one another. However, other education thought leaders are ready to beat computers at their own game by teaching people to think like intelligent machines. Why do so many of our kids struggle with math problem-solving? Because they don't know where to start; they don't know how to decompose the problem. Heidi Williams The term for getting humans to think like computers has been coined Computational Thinking, and the idea is taking off. Author Heidi Williams can attest to its popularity after her book on the subject, No Fear Coding Computational Thinking Across the K-5 Curriculum, sold out at the International Society for Technology in Education conference. Inside the book, Williams breaks down computational thinking standards into four parts: 1. Formulating problems through data analysis, abstract models and algorithmic thinking; 2. Collecting, analyzing and presenting data; 3. Breaking down problems into parts and extracting information to understand the system in place; and 4. Using algorithmic thinking to develop sequences and testing automated solutions."

"Computers are everywhere in our world today and being an educated citizen requires an understanding of the fundamentals of computer science and its underlying problem-solving methodology of computational thinking. Not every child should become a computer scientist, but all children should have the opportunity to explore and create with computing. Google has developed programs, tools and resources that advance computer science education and provide opportunities for exploration and learning in school, in informal settings and at home."

"While it feels like we just wrote 7 Apps for Teaching Children Coding Skills, it's been a year, and as we know, that's a couple of lifetimes in the technology world! Over the past year, we've discovered even more fabulous sites for teaching coding. With programs like the Hour of Code and other sites, it looks like many children have been exposed to computer programming, but we feel that we still have a long way to go. Graduates with programming skills are in high demand, and it's clear those numbers will only increase. In addition, the skills acquired through programming, like logical thinking, problem solving, persistence, collaboration, and communication, can be applied to any grade level, any subject area, and in every part of life. Programming isn't just limited to computer science majors in college. Like we said a year ago, kids can code -- we have the sites and resources to make it happen. And it's never been more important to provide students with opportunities to be exposed to programming, especially girls and minorities. In the interest of space, we've limited our list to resources for coding with elementary students (ages 5-11), and best of all, free resources!"