WELCOME TO OUR K-5 COMPUTATIONAL THINKING RESOURCES FOR TEACHERS
What is computational thinking?
We define computational thinking [ CT ] as a problem solving process that is grounded in advances in Computer Science. Although well-illustrated by the computer science field, those skills are present in many other disciplines and can span across different projects that children can develop in K-5. Computational thinking skills include: data collection, data analysis, data representation, problem decomposition, abstraction, algorithms and procedures, automation, parallelization, and simulation.
About this teacher resource
In the Resources tab, you will find a cross-table representing CT skills and K-5 content areas. This table expands on the ideas presented in the Barr & Stephenson [2011] article "Bringing computational thinking to K-12: What is involved and what is the responsibility of the computer science educational community?". Our planning tool for teachers includes lesson plans and external resources that integrate computational thinking skills into content area lessons. In addition, since our intention is to help teachers enhance their curriculum to include computational thinking skills, not replace the existing curriculum, we have linked each entry with the corresponding content area standard it addresses when appropriate [Common Core, Next Generation Science, CSTA, etc.]
Why teach computational thinking?
Teaching students the process of thinking computationally has many potential benefits. Computational thinking and programming can put a student into “contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building” (Papert, 1993, p. 5). By learning how to decompose problems, identify patterns, and create algorithms, students can build a concrete foundation for even abstract concepts. Furthermore, this type of thinking organically appeals to children as they are natural builders and creators. Programming should be viewed as an accessible skill, not something reserved for a select few highly skilled adults.
Learning about computational thinking can make students better problem solvers. As Wing (2006) asserts, “Computational thinking involves solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science” (p. 33). Integrating computational thinking skills into the curriculum can help students grow as critical thinkers. Moreover, once students understand computational thinking, it can cause a shift from a fixed to growth mindset as they will begin to focus on whether problems are “fixable” rather than if the solution is correct. Explicitly learning about computational thinking can also lead to metacognition and students recognizing their different types of thought processes and applying them to the situations in which each would be most effective.
Furthermore, students live in a world with an ever increasing demand for people with digital skills, such as computational thinking and computer programming. For most students, technology is already a major part of their daily lives. Learning about "computational thinking can foster creativity by allowing students to not only be consumers of technology, but also build tools that can have significant impact on society" (Mishra & Yadav, 2013, p.11). Students can feel empowered to take an active role in developing and shaping the technology they use instead of just passively consuming it.
The resources we have collected allow teachers to provide students with the opportunity to learn computational thinking skills. By integrating computational thinking skills into the curriculum, students can deepen their understanding of content area concepts, improve their critical thinking and metacognition abilities, and can even become creators of digital content. Since our resources follow content area standards, they can easily become part of the curriculum educators already use to explicitly teach students how to collect, represent, and analyze data, decompose problems, abstract big ideas, follow and create algorithms and procedures, automate and simulate solutions, and work with multiple parameters at the same time.
Resources
Mishra, P., & Yadav, A. (2013). Of art and algorithm. Tech Trends, 57, (3). Retrieved from http://www.amanyadav.org/CEP991A/wp-
content/uploads/_mediavault/2014/10/2013_Mishra_Yadav_TechTrends-1.pdf
Papert, S. (1993). Mindstorms: Children, computers, and powerful ideas. New York,
NY: Basic Books.
Wing, J. (2006). Computational thinking. Communications of the ACM, 49 (3), 33-35.
Learning about computational thinking can make students better problem solvers. As Wing (2006) asserts, “Computational thinking involves solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science” (p. 33). Integrating computational thinking skills into the curriculum can help students grow as critical thinkers. Moreover, once students understand computational thinking, it can cause a shift from a fixed to growth mindset as they will begin to focus on whether problems are “fixable” rather than if the solution is correct. Explicitly learning about computational thinking can also lead to metacognition and students recognizing their different types of thought processes and applying them to the situations in which each would be most effective.
Furthermore, students live in a world with an ever increasing demand for people with digital skills, such as computational thinking and computer programming. For most students, technology is already a major part of their daily lives. Learning about "computational thinking can foster creativity by allowing students to not only be consumers of technology, but also build tools that can have significant impact on society" (Mishra & Yadav, 2013, p.11). Students can feel empowered to take an active role in developing and shaping the technology they use instead of just passively consuming it.
The resources we have collected allow teachers to provide students with the opportunity to learn computational thinking skills. By integrating computational thinking skills into the curriculum, students can deepen their understanding of content area concepts, improve their critical thinking and metacognition abilities, and can even become creators of digital content. Since our resources follow content area standards, they can easily become part of the curriculum educators already use to explicitly teach students how to collect, represent, and analyze data, decompose problems, abstract big ideas, follow and create algorithms and procedures, automate and simulate solutions, and work with multiple parameters at the same time.
Resources
Mishra, P., & Yadav, A. (2013). Of art and algorithm. Tech Trends, 57, (3). Retrieved from http://www.amanyadav.org/CEP991A/wp-
content/uploads/_mediavault/2014/10/2013_Mishra_Yadav_TechTrends-1.pdf
Papert, S. (1993). Mindstorms: Children, computers, and powerful ideas. New York,
NY: Basic Books.
Wing, J. (2006). Computational thinking. Communications of the ACM, 49 (3), 33-35.