Week 4 – Computational Thinking

 

Computational thinking is “A problem-solving method that involves various techniques and strategies that can be implemented by digital systems. Techniques and strategies may include organising data logically, breaking down problems into parts, defining abstract concepts and designing and using algorithms, patterns and models”(ACARA, 2018). More specifically, (Yadav, Stephenson & Hong, 2017) have narrowed down computational thinking into the usage of 9 fixed traits; “data collection, data representation, abstraction, algorithms and procedures, problem decomposition, automation, data analysis, parallelisation, and stimulation”.

Before our lecture, I was unaware that this type of pedagogical approach was so wide spread and such a hot topic, and quite frankly had never before come across it in the educational setting. And in turn was even more surprised to learn that ACARA and NESA are implementing mandatory computational thinking syllabi into the curriculum for years 8-10 across the state and the country.

In Regards to pedagogy, Computational Thinking would definitely fit in well (and is almost a requirement)with STEM subjects that require students to create a programme a specific robotic/computerised creation.

In the tutorial we explored “Blockly Maze”, the web-based CT puzzle game as our introduction to the topic. In this game, players must build multi-step algorithmic sequences to pass through the mazes of each stage, requiring multiple trial and error attempts and logical thinking (see below for screenshots and coding examples from the game).

 

In conclusion, it is clear that computational thinking is becoming a “must” in the real world environments, and in my opinion I believe that both students and teachers are currently severely unequipped for this new era in education and workplace knowledge.However, with the new syllabus change being implemented by ACARA and NESA, it is hoped that Australian students and teachers alike will soon be better equipped and trained in this new area and in turn are better prepared for this new wave of thinking. To possibly further shorten this gap in knowledge, computational thinking and coding courses could be created for teachers so that they may have a crash course knowledge in the subject area before being made to teach it to students without any prior knowledge of the topic. In addition, with computational thinking and coding being a relatively new avenue for students and teachers to venture down, when explored, it will certainly foster creativity in both groups of people as it offers a new way to create and design programmes and functions.

 

References

ACARA. (2018). Acara.edu.au. Retrieved 28 March 2018, from https://www.acara.edu.au/

Blockly Games. (2018). Blockly-games.appspot.com. Retrieved 30 March 2018, from https://blockly-games.appspot.com/maze

Computational thinking. (2018). Pinterest. Retrieved 1 April 2018, from https://www.pinterest.com/pin/474707616951650615/

Yadav, A., Stephenson, C., & Hong, H. (2017). Computational thinking for teacher education. Communications Of The ACM, 60(4), 55-62. http://dx.doi.org/10.1145/2994591