Computational thinking is an integral skill students should possess in a digital technology based world today. Computational thinking captures several elements which are relevant to the processes of thinking in terms of using software and technologies. As defined by Wing (2006), “computational thinking involves solving problems, designing systems, and understanding human behaviour, by drawing on the concepts fundamental to computer science.” (p. 33). Computational thinking is not confined to computer scientists but rather is a fundamental skill for everyone and should be taught to children (Wing, 2006). It can be taught across areas such as reading, writing and arithmetic to develop their analytical ability. Computational thinking has already been implemented in Australian Education through digital technologies. As mentioned in my Week 2 blog (Digital Technology Critique), computational thinking is evident in the NSW curriculum through coding (computer programming) and science, technology, engineering and mathematics (STEM) subjects (NESA, n.d.). By allowing students to engage in these technologies, it not only develops computational thinking but also fosters digital creativity at the same time by allowing students to present their skills and ideas by using technology.

An example of a technology that supports the development of computational thinking skills is Microbit. Microbit is a pocket-sized computer that you can code and customise and can be controlled anywhere (BBC, 2015). It has 25 red LED lights that can flash messages and be used to create games (“What is a micro:bit?”, 2018).

An example of Microbit use in the classroom could be incorporating it into a science and technology lesson. Students can be given an open-ended task where the teacher poses a question but students are to do design and create the product by themselves. The materials can be provided to students but with no explicit guide on how they should design the product. This is a constructivist approach to learning where the teacher has a different role of a being a facilitator of the lesson. This supports the K-6 Science and Technology Syllabus by incorporating design and production elements. An example of an open-ended task could be asking students to design a watering device for plants which can be programmed to work with the Microbit and a servo. This task would be suitable for stage 3 students and above but could be differentiated to suit lower stages by providing them with a more scaffolded lesson with explicit instruction. In this case, the teacher could give them a starting point but would still be an open-ended task as they would be designing the final product by themselves.

Bibliography

BBC. (2015). Introducing the BBC micro:bit [Video]. Retrieved from http://Introducing the BBC micro:bit – BBC Make It Digital

NSW Standards Educational Authority [NESA] (n.d.) Digital Technologies and ICT Resources. Retrieved from http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies/coding-across-the-curriculum

What is a micro:bit? : Support. (2018). Retrieved from https://support.microbit.org/support/solutions/articles/19000013983-what-is-a-micro-bit-

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