Progress outcome 1: Computational Thinking
You’re welcome to brainstorm, add ideas and collaborate together to gain a better understanding about PO1 for computational thinking. Equally all comments, corrections welcome.
Describe the outcome they are developing and identify the attributes it should have, taking account of the need or opportunity and the resources available.
Understand that technological systems have inputs, controlled transformations, and outputs.
Nature of Technology:
Characteristics of technology
Understand that technology is purposeful intervention through design
In authentic contexts and taking account of end-users, students use their decomposition skills to break down simple non-computerised tasks into precise, unambiguous, step-by-step instructions (algorithmic thinking). They give these instructions, identify any errors in them as they are followed, and correct them (simple debugging).
In real-life situations and appropriate to people's individual needs…
• Students can break down a simple, non computerised task into a series of steps (decomposition)
• Students can create step-by-step instructions to complete a simple task (algorithm)
Students can make a clear set of instructions so people can follow them and understand what they are supposed to do at each step.
Students can test to see if their instructions work then if they don’t work, change the instructions, so that they work better next time (debugging).
Unplugged example: Students could draw diagrams, flowcharts, explain, enact, write main elements/steps to show steps or sequence of events ie:
Other ideas include recipes, games science experiments.
Unplugged & plugged example: Students could draw, explain, use symbols to instruct a kidbot (child becomes the robot)or an actual a robot (bee bot or blue bot, Sphero) to reach a destination by using directional language and symbols ie:
· rescue an animal
· find the treasure
· complete a fitness trail
· complete a maze (Chariot challenge using Sphero)
· collecting pollen (CT exemplar 1)
· teaching robots to dance (CT exemplar 2)
These experiences can become step-by-step instructions. This isn’t new, this is something we have done well already as instructional, procedural writing, information text in writing. Trialing, modifying and fixing instructions become part of the debugging process.
Possible contexts, themes, issue:
· Adaptations, systems, location, place-based learning, cycles, patterns
Problems/issues: rubbish, clean water, food, injury, disasters, wearable arts, respond to human issue/problem/need
Learning outcomes related to STEM (Science, Technology, Engineering, Maths) in authentic contexts, see example, STEM learning at Muritai School (Enabling e-Learning Snapshot) with coding cards, Spheros etc.
Tools and technologies
Dash & Dot, Kiwibots, Robobits, Bee-bot, Blue-bot, Ozobots, Sphero, Cosmo, Edison, Arduino, Raspberry Pi, Lego Mindstorms, Lego Ev3, Sphero, Vex Robotics, Bbot, Makey makey, Scratch jnr & normal, Code avengers, Studio.org, Codeclub projects, CS unplugged, Microbit, Lightbot, Spritebox, Bloxels, Microbits, QR codes
Scratch - https://scratch.mit.edu/
Minecraft EDU https://education.minecraft.net/
Gamefroot - https://gamefroot.com/education/
Construct 3 - https://www.construct.net/
Code.org App lab- https://code.org/educate/applab
Code.org Game lab - https://code.org/educate/gamelab
Tinkercad - https://www.tinkercad.com/
Hello Ruby - https://www.helloruby.com/