click image to view project I've seemed to have adopted the theme of computational thinking as I complete my final semester here at Georgia Southern University. Honestly, this time last year, I think that I subconsciously cringed at the idea that kids need to learn to code. But a conference session I attended a few months combined with the learning opportunities this semester really helped me solidify my interest and understanding of the challenges and benefits of Computer Science in K-12 settings. Students really do "need an understanding of this major part of their world" as Ali Partovi of code.org stated.
As an aspiring library media specialist, I will be in a prime position to provide children with CS and STEM-related learning opportunities. One important thing I learned in my studies here at Georgia Southern is that the library is a place for so much more than books. It is place to learn, to discover - for children to explore their interests and satiate their curiosity of the unknown. And I cannot wait to be their guide. My process for completing this project was quite extensive. Thankfully, I was able to use computational thinking as the subject of another project I completed in another class to do even further research on this topic. There is no universal definition of computational thinking. Different researchers and organizations have different perspectives on what thought processes and concepts involve computational thinking. On the other project, I created graphic organizers on four different frameworks of computational thinking. Then, for this week's infographic and video, I was able to provide my own explanation based on overlaps and common themes that I noticed throughout the different frameworks. This also allowed me to clarify the nuances and similarities of computational thinking, computer science, and coding. I look forward to immersing myself in this topic throughout my career and helping fellow teachers gain their own understanding and realize the importance of incorporating computational thinking across the curriculum. Every semester of my time at Georgia Southern has been professionally and personally beneficial, and this semester was certainly no exception.
0 Comments
Click the image to view project: I was so inspired by last week's coding module that I decided to stick with the theme of computer science for this week's app smashing assignment. My professional goal is to become a media specialist in the near future, so I will be in a prime position to introduce many students to computer science concepts. So approaching this assignment, I thought: "How might I introduce computer science to elementary students?" Trying to "water down" the concept of computer science helped me better define my own views and understanding of the field. It is such a broad concept but one that all students should have a basic understanding of.
I decided to make an introductory "motivational mini module" about computers and programming. The presumption is that a group of upper elementary students could watch the videos and complete the activities before completing a coding module elsewhere. Three Youtube videos make up the bulk of the presentation. The first video explores exactly what a computer is. It introduces students to basic hardware, the definition of programs, and how people may use computers to achieve great things. The second video dives deeper into computer programming and how people write code to provide computers with instructions. The last video looks at how expansive computers are in the world. As computers become increasingly ubiquitous, students may not realize that seemingly basic objects have computers inside them. Before and after each video, I provide definitions, prompts, and quizzes so that students are able to interact with and reflect on the content. The last activity is a discussion board where students share their reflections with their peers. I used Piktochart as the main canvas for this app smash. The videos came from YouTube, and I created the quizzes using Google Forms. Padlet hosts the final discussion activity. My only concerns with the assignment was that I wish Piktochart had a way to directly embed content other than videos and pictures. I was able to embed YouTube videos, but for the Google Forms and Padlet, I had to screenshot the content and then link the image. Last November in Jacksonville, I attended my first educational technology conference: the 2017 AECT International Convention. Scientists, authors, professors, and students coalesced around theme "Leading Learning for Change". I heard inspirational presentations ranging from emerging theories and global trends to practical usage of technologies in classrooms.
But of the presenters, Peter Rich was most memorable to me. He convinced me of the importance of teaching computer science skills, even at the earliest of grade levels. Computational thinking is essential in a world now dominated by technology. And as Ali Partovi argues, computational thinking should not be exclusive to the coders; it teaches anyone how to think, imagine, create, and provides them with a better understanding of the world and a foundational skill that would contribute to any personal or professional pursuit. I graduated from public school in 2006, and I did not get to experience the foundations of computer programming and coding. This could have benefited me greatly as I’ve always loved computers, especially to make art. I’ve built computers and websites but with very little knowledge about programming language. As an aspiring school library media specialist, I don’t want my students to miss out on the opportunities that I did. The code.org module cleared up many of my misconceptions about computer programming. The designers of these modules did a great job presenting what I once thought was an insurmountable skill. They presented the information in a clear and logical sequence. The use of the Web Lab allowed me to apply the skill and better understand the concepts. I feel somewhat liberated and especially appreciative of the language that occurs behind our browsers. I will dig further into the code.org curriculum as well as the methods that other states are adopting to implement into my own library one day. I am even more excited to be a media specialist than I was before. I cannot wait to show students the creative and intellectual benefits of computer science. The software engineers featured in the computational thinking video stated something mind opening: in school, we often present problems as black and white or having a single right or wrong answer. But in the real world, there are many solutions to problems. Teaching children concepts of computer science can help them with skills such as decomposition, pattern recognition, and algorithmic thinking. They can then generalize these skills into other areas of their lives. When I become a media specialist, I will strive to bring computer science into the lives of students in my small corner of Georgia. As Partovi stated: “To leave kids in the dark about a major part of their world is an unacceptable gap”. |
|