Monday, February 28, 2011

"Computational Thinking" Article Post

Wing, J.M. (2006, March). Computational thinking. Communications of the ACM 49(3), 33-35. ISTE: Eugene, OR.

The article Computational Thinking, written by Jeannette Wing, contends that computational thinking is an emerging and essential skill for everyone to posses in order to help build their technological profiency. Computer Science is the fundamental framework from which computational thinking is derived. Thus, computational thinking requires one to think about and apply aspects of Computer Science. Wing associates mental processes, such as problem solving and system designing that apply and require computational thinking. According to Wing, computational thinking creates technological literacy that is much necessary in today’s digital society (2006: 33). Thus, Wing makes evident the need to develop such computational thinking, which will contribute to the work of computer science and increase the capacity of human thought, which she states are relational.

The tools gained from computational thinking are in abundance. In applying computational thinking to solve problems, one is forced to identify and assess the issue by deconstructing its significant elements, reorganizing, or implementing additional components in order to resolve it. Skills are developed such that data is interpreted and collected, code is interpreted as data and vice-versa, terminology to describe the behavior of systems is used, and effectively measurements are taken to determine the efficiency of systems (Wing, 2006: 33). The article also covers innovative ways in which the framework of computational thinking has advanced several fields, such as statistics and biology. Thus, Wing sheds light on the valuable contributions of computer science as an interdisciplinary thought and application process by means of computational thinking. The versatility of computer science allows Wing to boldly state that computational thinking can become a major for anyone thinking about going into any field such as law, medicine, even politics (2006: 35). Wing shares that computational thinking is “tomorrow’s reality” (2006: 34), when she imagines that in the near future computational thinking will be integrated into our daily lives and have a “commonplace” in them (2006: 35).

NETS for Teachers
I believe that for teachers to promote computational thinking and computer science in their classroom they must first and foremost become versed in that form of thought. Teachers need to become familiar with theories, terms, and conceptual models of applying computer science strategies so that they can feel more at ease in applying them in their classroom. The name behind the label “computer science” might be intimidating for many teachers, who may already feel discouraged from applying, what is now, to many of us, “common” technologies in the classroom, such as the use of basic programs. I believe that undergrad and credential programs designed to equip future teachers with the necessary tools to provide their students with a quality education, should continue to develop courses and workshops that will expose them to technological resources and familiarize them with the interdisciplinary approaches of education, science, and technology. I believe Education 422 to be a prime example of such a course. However, like Wing states, computer science is relevant to the lives and careers of all students of all majors and should be treated as such (2006: 35).

I also believe that schools have a responsibility to provide funds to host professional development workshops for teachers and that technological innovations such as aspects of computer science or cloud computing, should be core focuses since technology is such an integral part of modern communication and learning. Given the abundance of free web 2.0 tools and many others, schools can minimize their training costs and make workshops more accessible and consistent. Also, some tech savvy teachers might be willing to put on the workshop or help out in many ways, and possibly set up online seminars that make tutorials and support widely accessible. Thus, I am convinced that by hosting workshops that introduce new concepts, reinforce learned knowledge, and provide technical and group support for teachers using technology, schools in collaboration with its faculty can adhere to the NETS Standards for Teachers 5.

5. Teachers Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating effective use of digital tools and resources. Teachers:

a.    participate in local and global learning communities to explore creative applications of technology to improve student learning.
b.    Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c.    Evaluate and reflect on current research an professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
d.    Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

2 comments:

  1. Hi Diana,

    The term "Computer Science" does indeed sound intimidating. I think your article relates to my article for the week in that they both seem to debunk myths about Computer Science and really explain the benefits of it.

    In terms of preparation for teachers, I agree with you on the need for courses that introduce this to teachers. Said courses could then help teachers adapt to technology, and work together with it in order to yield effective results. I don't think anyone wants to hold their students back, but we might end up doing so out of fear or a simple ignorance of what the new technologies hold. I would never want to teach something that I don't find myself comfortable with, so I know that I would greatly benefit from courses or workshops like these! In terms of helping students develop Computational Thinking, then I say we should go for it.

    -Karina

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  2. Diana,

    Computational thinking is a completely new concept to me. Although I may have heard the term before, I never gave much thought to what it meant. After reading your blog post, I realized that I didn’t have a very strong understanding of this new way of thinking. To educate myself a bit more, I perused your article to try and gain a little more perspective. I must say that I find computational thinking to be a little confusing. However, I thought that this quote within the article shed the most light on exactly what computational thinking means:

    “One can major in computer science and do anything. One can major in English or mathematics and go on to a multitude of different careers. Ditto computer science. One can major in computer science and go on to a career in medicine, law, business, politics, any type of science or engineering, and even the arts.”

    This led me to realize that computer science is not merely code and programming, as I had originally thought. Computer science teaches students a different way to approach the way they work and solve problems in any field. This different approach is “computational thinking.” I feel that this is an eye-opening realization for me, and I predict that these new principles will become more and more popular in the near future.

    I agree with you and Karina that we should be responsible as educators to make our students aware of this new way of thinking. However, we must first understand it ourselves to be able to effectively teach it to our students. I think that computational thinking is something that is definitely worthy of spending more time to understand.

    -Tracy T.

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