What is computational thinking? Do computers actually think?
What is an algorithm?
And what does it all have to do with odd socks and jam sandwiches?
In our session 2 seminar we explored the above questions in terms of computational thinking.
Computers can teach children (‘computer-aided instruction’), but what about if the child could teach or program the computer?
In 2013 the National Curriculum for computing was changed to address the key issue of understanding how computers actually work. now children get t explore the key concept of programming. If you miss out programming, you miss out on a huge chunk and creativity. Like learning how to drive but not understanding how cars work. Like Froebel who invented building blocks so children can play in order to come to an understanding of how the world works. It’s the same as with computer science.
Computational thinking is about getting computers to help us solve problems in a two part problem.
- think about the steps or rules to solve a problem
- use technical skills to get the computer working on the problem
For example: how does google work? Type in the key words in the search engine and the computer will come up with the answers.
This is where algorithms come in. An algorithm is a sequence of steps or set of rules to get something done, for example on the drive to uni, you follow a set of rules. If a child runs out, you stop. In order to program you need algorithms + the code. In key stage one children are taught what an algorithm is and use logical reasoning to predict the behaviour of simple programs and in Ks2 children are taught to solve problems by breaking them down.
It’s about thinking about the whole, it’s about technical skills, it’s about logical problem solving. It’s about drawing a ‘crazy animal’. It’s about filling in a missing number. It’s about sorting weights. it’s abot converting between graphemes and phonemes. It’s about making jam sandwiches..
Wait a minute? Jam sandwiches? Crazy animals? Weights?
You can use these examples to teach the importance of using clear steps to solve a problem.
We had great fun testing some of these ideas! We listened to a set of instructions to draw a crazy animal. We asked questions to find a number in as few steps as possible (apparently according to the passport system it would take just 40 goes to find a number up to 1 trillion!! Fascinating fact!). We sorted eight weights in order. We talked about using a dictionary to find words. We used ‘Voki’ to create an avatar, who converts text into speech using different accents and languages. We wrote a step by step precise guide on how to make a jam sandwich and tested it out on Robo Miles. (see video example below).
All these processes highlight the point that the need for precision is absolutely fundamental when programming a computer.
By using some of these examples you can teach children about what an algorithm is in order to use clear steps to solve a problem.
And here’s what odd smelly socks have to do with it!
http://www.bbc.co.uk/programmes/