COMPUTATIONAL THINKING

According to NESA (n.d), computational thinking (CT) is a mental process of expressing a problem and solutions for a computer to solve. It is based on what humans can do, and breaking down a problem into simpler steps (Wing, 2006). CT combines data and code together to communicate and interact with others, and allows for solutions to be tested in the real world as well as virtual world (Barr and Stephenson, 2011).

MICRO:BIT

A coding program that implements CT is Micro:bit (n.d); a device that can be coded to create activities. Micro:bit is connected to an online website, where there is a drag and drop feature for users to experiment with and create sequenced instructions for the device to read and follow. In week 4’s tutorial, students programmed a micro:bit to play ‘scissors, paper, rock’ by creating a procedure online and shaking the device.

PEDAGOGICAL IMPLICATIONS

Since CT is emerging, students’ lives will be influenced by computing, thus students must develop computational skills in their schooling (Barr and Stephenson, 2011). The new Digital Technology syllabus provides skills for each stage, such as following and representing an arrangement of steps to solve simple problems in Early Stage 1, to branching in Stage 2, to iteration in Stage 3 (NESA, n.d).

Micro:bit is an effective technology to use and it can be applied across KLAs. For example, in mathematics, probability can be learnt through coding a ‘flip a coin’ sequence. Students learn input commands, order instructions, create outputs, predict, record and graph outcomes (Golightly, n.d). Hence, students can acquire terminology, algorithmic problem solving and data manipulation skills.

There are several benefits of incorporating Micro:bits in classes. They are an engaging way to learn, can boost creativity and computational thinking. It prepares students for future employment (ResourcEd, 2017). Barr and Stephenson (2011) portray that students who showed CT understood the open-ended ways of solving problems, and the reality of trial and error. Due to this, students can experiment with Micro:bit based on their abilities, allowing for differentiation. For a more simple or engaging resource, Studio Code (2019) is recommended, as there are themed coding activities. Teachers should explicitly model and guide coding methods to students as it can be difficult for students to understand.

References:

ACARA (n.d). Digital Technologies. Available at: https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/

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.

Golightly, D. (n.d). How to integrate the Micro:bit In Classroom Activities. Using Technology Better. Retrieved 26/03/19 from: https://usingtechnologybetter.com/how-to-integrate-the-microbit-in-classroom-activities/

Micro:bit. (n.d). Retrieved 26/03/19 from: https://microbit.org

ResourcED. (2017). How to use micro:bits for teaching and learning. Retrieved 25/03/19 from: https://resourced.prometheanworld.com/use-microbits-teaching-learning/

Studio Code. (2019). Retrieved 29/03/19 from: https://studio.code.org/courses

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. Available from: http://dl.acm.org.simsrad.net.ocs.mq.edu.au/citation.cfm?doid=1118178.1118215