Hello Classmates!
The article Bringing Computational Thinking to K-12 provides an outline of necessary steps for educators to incorporate CT problem solving strategies into lessons. Barr and Stephenson claim that computer science should expand across the curricula and that many of today’s students will go on to work in fields that involve the application of computing concepts. Together they have created a jumping point for educators to start from so that they can begin to bring to develop outreach activities and gather support for changes in a K-12 setting.
The article provided a helpful chart that briefly outlined CT concepts and explained how they may be applied in different subjects. For example, the concept of algorithms can be implemented in a math classroom through long division and factoring, in science by completing an experimental procedure, and in language arts through written instructions. These are activities that students are already doing in classrooms, so it would not require any additions to the curriculum. In fact a lot of the suggestions on the chart are things that are already occurring in most classrooms. A majority of the CT curriculum would build off of standards that are already in existence.
I definitely think that computational learning is important and should be introduced into the K-12 curriculum. CT learning not only teaches students about computing, it also emphasizes critical thinking and problem solving which are valuable skills all students should possess, despite their career path. Unfortunately, creating a systematic change that would incorporate CT throughout the entire K-12 experience requires an agreement at the federal, state, and local level. I believe that the education community can one day reach a consensus on this issue, however it will probably take a long time to reach that point. Until then, teachers can begin to make immediate minor changes to their instruction to introduce CT to their students.
-Marisa Gorczynski
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.
Hi Marisa,
ReplyDeleteIt is sadly how everything has to go through state and federal approval before implementing them into schools because not everything need to be. Current teachers will not have the opportunity to use the full benefit of CT in their classrooms due to the long process of passing those requests through federal and state government. There are lot things that need to be change in the school system, especially getting rid of teaching styles that do not work with 21st century students. I believe that the differences in political beliefs, parties are not in agreement with certain requests; therefore it is harder to pass those requests. I hope this will change in the near future so that teachers and students can use the best technology for learning and expanding their knowledge. Great review!
Nhu Y
Hello Marisa,
ReplyDeleteI liked how you saw that many of the computational thinking curriculums are already in effect in classrooms. As future teachers we can see that CT is helpful in classrooms already and all that is needed to expand and build open them. Just like Nhu mentioned, it is very sad that everything needs to be approved. I can see how CT gets overlooked because everything is in writing rather than having educators who see the day to day change it has on children speak on it. Thank you for your insightful summary!
See you in class,
Lesley
Dear Marisa,
ReplyDeleteAfter reading your discussion on the topic of C.T., I found it very interesting to see that you came to the same conclusion that I did in regard to implementing C.T. into the classroom environment. I also thought that all the examples for introducing C.T. are already present in the classroom regardless of subject matter. I do not see any change in adding C.T. to the classroom because it sounds very much like old fashioned problem solving and critical thinking (which is, as we speak, being taught in all classrooms today). I am still not clear on what the real definition of C.T. is because no one in your article or my article made it very clear. In fact all of the definitions that I have read remain completely ambiguous and open-ended. As a prospective English teacher, I find all of the agreements reached by various groups of professional educators to be very disappointing. I could not find a single straight answer to what C.T. really is, and I highly suspect that no one really understands it either. I find no fault at all in your summary of C.T., but no matter how many people explain the topic to me, I still hear "critical thinking" not C.T. Ironically, C.T. is the same abbreviation for critical thinking. Hopefully, Professor Campo will be able to enlighten me better in class tomorrow night.
Yours Truly,
Ariel