Information Technology Education

Now that my students have had some hands-on practice with computational thinking (CT), I wanted them to see how it is used in real-life to solve real problems in the computing world.  I showed them this great video about how Google uses CT with Google Earth. We talked about how all the aspects of CT were used to solve the problem with pegman, or in the words of one of my third graders, "Pegman is so dumb that he can only land in fields."  I wanted to see my students apply CT vocabulary to a new situation, not just one that they did themselves hands-on.  In other words, I am looking for transfer of learning to novel situations to be sure that 'they really know what they are talking about.' Here are some student responses: "In Google, they use CT like decomposition which is breaking down big problems and making them smaller.  Another aspect of CT is algorithms which is a step by step strategy.  Another is pattern recognition which is identifying patterns and simil...

This starts a series of blogs on computational thinking (CT) and how I have been integrating it into my third/fourth grade class.  I started with a hands-on, "unplugged" activity from learn.code.org.  The video from learn.code.org provides background on CT as well as lesson ideas on teaching it in the classroom. Through decomposing, looking for patterns, abstraction, and algorithmic thinking (hence the CT in 4 parts), my students learned the terminology as well as the concepts behind CT in a hands-on and engaging manner.  They were able to label what they were doing with the monsters using the CT terminology.  It provided a great introduction in order to delve deeper into CT and all its applications. Here are some student responses: "Computational thinking requires problem-solving.  Look for patterns.  When we were working on the monster thing, each monster had its own parts.  We had to find new parts for each monster.  We had to take apart the m...

We are more than halfway through the week for Hour of Code.  Virtually every class in my school has signed on to participate - including our principal.  My students have been helping out kindergarten classes throughout the week to help them navigate through the levels, distinguish between right and left, and manipulate their mouse.  It was amazing to listen to some of the strategies they were using with the kindergarten students.  I heard modeling (pretended to be the 'Angry Bird'), use of visualization (pointing to the screen), questioning, mnemonic devices (how to remember left and right), scaffolding (providing the first one or two blocks to help get them started), providing a familiar point of reference (likening Blockly to Scratch), and use of non-examples to show them the 'right' way to go.  Wow!  They also expressed how difficult my job must be and appreciate the difference between knowing how to do something yourself vs. helping someone else do it.

As we begin the kickoff to Computer Science EdWeek, I took some time to look back in time at the history of computer science.  Today's Google doodle focuses on her and so did we - Admiral Grace Hopper.   We read the following article and watched the "60 minutes Overtime" segment on Grace Hopper. Great way to integrate non-fiction text, a bit of history, math, and making connections to coding and technology today.  Followed up with students weaving in writing skills as they summarized what they learned about Grace Hopper in a well-organized paragraph.

Hour of Code kicked off today and my class is on the video here shouting out "hour of code."  Code.org has tutorials and step-by-step videos, instructions and hints to guide even the youngest coder through navigating mazes and other challenges. "I like the hour of code because it is challenging, but once you get the hang of it, it gets easier.  You not only have to get the correct blocks, you have to put them in the right order.  It gets tricky when you go to the last levels because then you have to use more blocks." "Do you know about the Hour of Code?  There are 19 stages where you have an inventory of blocks.  You pass the levels and you move onto the next level.  For example, if you are on the artist, you can make colorful artwork with just blocks.  I love the hour of code!" "I like Hour of Code because you are guided through stuff and not just making things not knowing.  I learned that you need to have a lot of patience to make things."

I wanted to follow up on how computer science works together with different fields (in this case, earth science) to reshape our understanding of the world through the use of innovative technology that in turn leads to new ways of seeing, thinking, decision-making, and ultimately, acting. We started off with Greg Asner's TED talk about how technology has changed how we can view the earth. I then asked the students to reflect on this talk by identifying the science and engineering practices at work. "Computer science can change our view of nature.  It found out that male lions hunt at night in deep forest instead of what we thought that they sit around for food.  One main thing is that we have lot of rainforest species problems, fire, drought, goldmining and deforestation.  But we have hope.  We can help this by obtaining, evaluating, and communicating information that is important to park managers so they can make some important decisions like where to use fire. ...

Walk down the hall of any elementary school and you will see students decked out in "Rainbow Loom" bracelets - basically mini-rubber bands woven together on a plastic loom.  As you can see from the picture above, they come out looking like a rainbow and kids are making them into bracelets, necklaces, rings...you name it.  How are these like coding? "Coding:making a rainbow loom bracelet.  It is like that because in rainbow loom, if you put the rubber band in the wrong way, the bracelet will fall apart.  It's the same with coding.  Also, in programming you can make the computer do anything.  In rainbow loom, you can make any color bracelet.  In programming, you can make patterns and in rainbow loom you can make patterns.  That is how they are alike." Here's one more coding analogy based on her experience with Blockly and Scratch: "Coding is like reading the rules for a game.  Missing a rule in the game might ruin the entire game, just like mis...