After reading Barr and Stephenson's (2011) article on computational thinking (CT), I now find that while the definition of CT is debated, overall it is agreed that it is an essential skill for today's students. Barr and Stephenson (2011) state that:
CT is
an approach to solving problems in a way that can be implemented by a computer.
Students become not merely tool users but tool builders. They use a set of
concepts, such as abstraction, recursion, and iteration, to process and analyze
data, and to create real and virtual artifacts. CT us a problem solving
methodology that can be automated and transferred and applied across subjects.
(p. 51)
This problem solving methodology engages students in: designing solutions; creating designs; testing and evaluating designs; reflecting on designs; communicating reflections using correct terminology; recognising abstractions; collaboratively problem solving; and engaging in a wide array of learning strategies (Barr & Stephenson, 2011, p. 51). The abstraction process is considered to be one of the most critical in computational thinking (Wing, 2008). "In working with rich abstractions, defining the ‘right’ abstraction is critical. The abstraction process—deciding what details we need to highlight and what details we can ignore—underlies computational thinking" (Wing, 2008).
Wing (2008) presents a really interesting point: She argues that students should learn the fundamentals of computing before letting the "tool" (the computer) be used as it can confuse. Merely using the tool will not be enough which is a key point also expressed by Barr and Stephenson (2011, p. 51). To emphasise this point, Wing (2008) goes on to relate this to use of a calculator before understanding basic arithmetic - this is something I had not thought of before but I can definitely agree with. I myself can relate to this; personally I believe that one must not use bookkeeping or accounting programs without a basic working knowledge of "paper-based" bookkeeping and accounting (I have seen the effects of this and it is not good!). I myself never received a working knowledge of computing before using a computer. Due to this, I find the way computers, TVs, phones, and other technologies work to be quite perplexing and overwhelming, so I simply resort to thinking "ah well, it works, I'll just make sure I know how to use it". So essentially, I am using a calculator without knowing anything about math (what a scary thought!). I'm sure it would be quite difficult for me to learn about all of this underlying computing knowledge now (although certainly not impossible) and can see the value of students learning this all throughout their schooling years. If you grow up learning something, the idea will not be so complex or perplexing as you slowly build on past knowledge over extended periods of time. As the students of today are going to be entering a world with rapid technological advances where many will be required to use, manipulate and invent tools of technology, I feel it is vital these students learn computational thinking and the underlying processes of computers and technology throughout their schooling years.
Barr and Stephenson (2011) believe that this will lead to students being more confident and persistent (build resilience), more able to engage with open-ended problems, more successful managing group interactions, and more aware of personal strengths and weaknesses (p. 51). I believe these are essential attributes for meaningful and successful participation in society.
It is clear to see how valuable the skill of CT is for students in classrooms today (especially as they are heading into a rapidly changing society and jobs they will have may well not even exist yet!) however, the issue really lies in how CT will be incorporated into classrooms and if teachers will be knowledgeable and confident enough to deliver the digital technologies curriculum in their classrooms to incorporate such thinking processes. As Barr and Stephenson (2011) suggest, teachers will need a range of resources, support and professional development implement change in classrooms to more computational based thinking methods. So... let the change begin!
References
Australian Curriculum, Assessment and Reporting Authority (ACARA). (c. 2015). Digital technologies rationale. Retrieved April 23, 2015, from http://www.australiancurriculum.edu.au/technologies/digital-technologies/rationaleBarr, 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), pp.48-54. Retrieved from http://csta.acm.org/Curriculum/sub/CurrFiles/BarrStephensonInroadsArticle.pdf
Wing, J. M. (2008). Computational thinking and thinking about computing. Philos Trans A Math Phys Eng Sci, 366(1881), pp. 3717–3725. doi: 10.1098/rsta.2008.0118
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