E-Learning-Inclusivo (Mashup)

Ask many teachers what computational thinking is and they’ll look at you with a blank face. I used to feel like that! But actually, I’ve come to realise it’s not that complicated at all.

There are lots of resources available to help students grow as computational thinkers— and many are free! Some of these platforms begin at basic levels and can be utilized by beginners as young as preschool age, while still others provide interactive experiences that utilize diverse computational thinking strategies.

Math matters for computer science because it teaches students how to use abstract language, work with algorithms, self-analyze their computational thinking, and accurately modeling real-world solutions.

Released in 2013, the NGSS was created to align science education with how scientists actually work and think. It encourages students to learn science content and concepts deeply by using critical thinking and primary investigation skills. Adopted by 18 states (with as many as 40 interested and in the process), the standards define science education through core concepts (such as wave properties), practices (like analyzing and interpreting data ) and crosscutting concepts (like cause-and-effect).

Some of the NGSS guidelines directly overlap with the practices listed in the K-12 Computer Science framework and the new CSTA Computer Science standards. Here’s a doodle that illustrates how the two subjects overlap. 

When it comes to preparing your children for the future, there are few better ways to do so than to help them learn to code! Coding helps kids develop academic skills, build qualities like perseverance and organization, and gain valuable 21st century skills that can even translate into a career. From the Tynker blog, here are the top 10 reasons kids should learn to code:

"As educators, we must take that next step - teaching students to problem-solve and come up with algorithms of their own ..."

Our computer science program has two goals. One is perhaps obvious: to provide our students with a variety of STEAM-related tools and resources to build a foundation in computer science. The other, less so. We want to help students learn the social-emotional skills that our local business leaders tell us they want to see in their new employees. These are the soft skills like collaboration, communication and critical thinking, which students can develop through working in groups to solve complex problems—in this case problems related to coding and robotics.

There is growing recognition in the education systems around the globe that being able to problem-solve computationally—that is, to think logically and algorithmically, and use computational tools for creating artifacts including models and data visualizations—is rapidly becoming a prerequisite competency for all fields.

In 2012, the U.K. national curriculum began introducing computer science (CS) to all students. Singapore, as part of its “Smart Nation” initiative, has labeled developing CT as a “national capability.” Other countries, from Finland to South Korea, China to Australia and New Zealand, have launched large-scale efforts to introduce CT in schools, as either a part of new CS curricula or integrated into existing subjects. Here in the U.S., former President Barack Obama called on all K-12 students to be equipped with CT skills as part of an “Computer Science for All” initiative in 2016. Most emergent efforts in the US involving CT are currently part of CS curricula, although CT is increasingly seeing integration into STEM (especially science) learning.

Learn more / En savoir plus / Mehr erfahren:

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Computational+Thinking

Music and dance teachers who are respected by female pupils should be trained to teach computer science to inspire more girls to pursue a career in the technology sector, educators have said.

More than 150 teachers and schoolgirls recently attended an event at Microsoft’s UK headquarters designed to show young women what life at a technology company was like.

Speaking just weeks after the Government used its Budget to announce significant funding to support the training of Computer Science teachers, Cindy Rose, the chief executive of Microsoft UK, kicked off this year’s DigiGirlz by highlighting the lack of women in the technology sector.

Educators told Microsoft at the event that school leaders needed to create more positive role models in computer science and give them modern classrooms to work in if the UK was to encourage more women to pursue a career in science, engineering, technology or maths (STEM).

As you might know, I believe all transformative practices must be based in the standards. These standards must include both content and process standards (4C’s). Too often, I see wonderful activities that engages students… but also see important standards that could have been incorporated not present in the activity.

The idea behind the Makers Movement includes allowing students to imagine, envision, create, innovate, play, formatively learn, experiment, collaborate, share, and most of all dream of possibilities. The idea of making is not a new concept. In fact, the art of making is at the root and mixed into to the very fabric of our culture. I believe that the amazing innovation we have seen in this country is due to a Maker mentality. We have long been a culture set on dreaming up possibilities, and then taking the action to make it happen. The initial growth of technology has somewhat taken some of our creativity and produced consumption based thinking. We are now past the initial way of thinking, and the Makers movement allows people to finally use the technology to create and make. As we reflect on this… how are you using the Makerspace idea to engage students in content standards while facilitating and assessing process skills?

As you set, up or evaluate, the Maker movement in your school or district I ask you to think about how you are bringing this movement to the entire school and curriculum. I call it creating a Maker Culture. After-all the concept behind making is not a space… but instead a way of thinking.

For this reason, I think it is important to discuss one of the thinking processes often involved in making. It is the idea of computational thinking. 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.