By Pati Ruiz, Sarah Hampton, Riley Leary, Judi Fusco, and Patti Schank
For the last few months, we’ve been reading, thinking, and talking about computational thinking (CT) in preparation for three Webinars for Teachers and Parents on the topic. The webinars are on January 30, February 6, and February 13. Go to the link above to sign up for the webinar and get all the details.
A lot of the websites and articles we reviewed about computational thinking for teachers gave us only a brief introduction to it. We’ve read about what researchers have been doing and how they have been thinking about CT, and using their research, we’ve been trying to think about what CT means for and looks like in the classroom. We also know that it’s a new topic for parents, and that parents may want to think about what it means and what it can look like at home.
The term computational thinking was made popular in a paper in 2006 by Jeannette Wing, and since then, researchers have expressed different understandings and definitions of the term. There wasn’t a common understanding of what it was then, and exactly “What is it?” is still a fair question today. Some people equate computational thinking with coding, but others do not. We agree that computational thinking is a much broader set of skills than just coding or programming, and that it’s not the same thing as computer science. Computational thinking skills include abilities that help people use computers to solve problems. Being able to program is one way of interacting with a computer, but there are other ways that one can work with a computer, and computational thinking is needed in more than just programming classes. For example, when researching for a history project, students may need to use data to strengthen their arguments. Students are using CT when they locate, evaluate, analyze, and display data. Learning to program is an advantage, in terms of learning to think in a new way, but we believe that programming is not the only way to incorporate CT into classes. We’ll explore these things in our webinars.
The first session will be an overview of CT. The second session will be geared toward what CT can look like in K12 classrooms. At our third session––a special webinar for parents or other caregivers––we will think about projects and practices that can be done at home with kids to help them learn and think in this new way. Come to the webinars to learn and think with us about computational thinking and what it looks like in K12 classrooms and at home! Please share this information with interested colleagues and parents as well. We hope to see you there!