Bringing Computational Thinking into K-12 Classrooms

We have to admit that computer technology has become a driving force in society that we cannot deny. Most of the jobs available to future students require at least some computer literacy and jobs that utilize an expertise in computer science and thinking are becoming far more frequent as the years go by. Jobs that were once done without computer technology are now being run by it completely, or has become an essential part of the job description. Our students need to be prepared for these jobs, and it is our job as teachers to help them do that.

Computational thinking needs to be incorporated in the everyday curriculum of the classroom. Valerie Barr and Chris Stephenson discuss the importance of computational thinking and how we are working to incorporate it into curriculum and spread awareness. They state that computational thinking is a way to problem solve using computers. Students don't just learn to use these tools, but become tool builders. Students learn a multitude of skills from having computational thinking in the classroom including trial and error, the ability to accept failure and the difficulties of complex or open ended problems, group work and how to work in a group and come to a consensus. These skills allow students to not just know the basics of academia but apply them to real problems. Students also learn that there are multiple ways to solve one problem.


Barr and Stephenson talk about a panel created to discuss and decide what computational thinking means for K-12. One of the most important issues I thought they determined was the challenge of separating computer science with computational thinking. Students and teachers need to incorporate it into everyday subjects, rather than make it a completely new subject of its own. By being able to see its uses to a variety of subjects and tasks will make it easier to understand its implications and importance, as well as make students more willing to learn and use it. Its diversity of applications is what makes computational thinking so important and critical to our K-12 curriculum. Teachers can use it in a wide variety of ways in any subject. The current panel has been working on how computational thinking fit into K-12 curriculum. Next they will focus on how to implement it and incorporate it into the current standards. To the right is a graph from the article by Barr and Stephenson, showing how computational thinking is defined or can be used in multiple subjects. I think this will prove to be very helpful in creating curriculum for computational thinking.


Barr, V., and C. Stephenson. (2011).Bringing CT to K-12: What Is Involved and What Is the Role of the Computer Science Education Community? ACM Inroads,  2 (1). pp. 48-54.

5 Ways to Simplify your Webpage

"Five Steps to an Accessible Classroom Website" by Linda Amundson is a great article explaining how and why we should simplify our teacher webpages. Being able to communicate with ALL of our students and their parents is extremely important. When we have students of various backgrounds, we must make sure they can access the same resources for the class as all the other students.

First, the website must be organized for easy navigation. Amundson stresses the use of headers for all sections of the webpage. Simple headers and following a uniform layout throughout the entire site helps people navigate that may have a hard time seeing the page, are not native English speakers, or those with older computers that may not have up to date features.

Outdated computer. image from http://www.steamboatsmyhome.com/blog/recycle-cleanup-events-in-steamboat-spring-may-21-2011-computers-monitor-tvs-etc/

Another main accessibility tip is to provide a textual explanation for all graphics, images, audio, and video. Amundson highly recommends that your website provide all the information the reader will need without relying on images or video to instruct or enrich them. Although these are excellent additions, not all of our students' home computers may have the ability to view these items, or they may not be as clear or understandable to them as it is to us. Being able to explain such additions can be beneficial to all readers of our webpages. Simple text that makes sense is also crucial for effective communication to all readers. We want to make sure we present the information as efficiently as possible. It is also suggested that the site be able to be navigated without a mouse, using the Tab key and minimizing the use of a horizontal scroll bar. A web verifier can evaluate the accessibility of your webpage and let you know what needs to be simplified.

I think these are all great tips to keep in mind when making a webpage for our students and their parents to view and use regularly. Especially in California, our students will come from all walks of life and have a wide range of technology and technology literacy at home. We want to make sure everyone feels like they are effectively involved and well informed about us as teachers and what is going on in their childs' classroom and with their progress. 

Virtual Field Trips are the Next Best Thing

Hi class!

I really enjoyed Jan Zanetis' article about virtual field trips. With growing technology, students are no longer confined to field trips they can walk to or take a 15 minute bus ride to. Virtual field trips allow teachers to send their students on trips that extend far beyond the constraints of the school bus.

image from http://www.conferencingadvisors.com/blog/bid/51916/4-Reasons-Why-Virtual-Field-Trips-Need-To-Be-In-Your-Childs-Classroom

Jan Zanetis does a wonderful job of explaining the benefits of virtual field trips, as well as how to make them accessible to your classroom. The author also lists many sites that are credible for finding and conducting virtual field trips, both asynchronous (student-led interactive web site) and synchronous (expert-led, real time, video conference). I think it is wonderful that technology allows us to share the worlds wonders, and the experts that go along with them, with our students. Being able to engage students with real life applications and experiences as they are related to the curriculum are the main goals of field trips of any kind. With virtual field trips, we now increase those opportunities by more than 100%. We can take our students anywhere! The author suggests the Baseball Hall of Fame for applications of math and statistics, or the Great Barrier Reef when discussing coral reefs or oceanography. It is extremely exciting to think of how much interest we can instill in our students with these new field trip opportunities.

image from http://www.nps.gov/grsm/forteachers/index.htm

I, however, have a few reservations on the matter. Actually, I suppose I see virtual field trips as "second best" to the real thing. Obviously virtual field trips eliminate issues such as cost and travel, but depending on the type of field trip, nothing can replace real hands on experiences. I agree with Zanetis on the matter of virtual field trips creating effective discussions between experts in the field and students in the classroom. Especially for students today, the technology easily melts away during a video conference. What technology cannot melt away, is the ability to hold and feel what the expert tour guide is doing. I worked as an environmental educator at the Smoky Mountains National Park where middle and high school groups would come to the park and were led in real research programs  based on their curriculum and standards. The experience of finding and catching a salamander and actually holding it to take measurements and identify species is irreplaceable in the classroom. It was amazing to see students who were indifferent during the introduction become enthusiastic and engaged upon finding a salamander, or catching a unique insect. This GSMNP website is a great resource about the program and has a wonderful video on Parks as Classrooms.

Virtual field trips have a lot to offer, but not always as much as the real thing. I think that they can be used in the classroom most effectively with the right supplements and hands on experiences.

See you Tuesday!

-Kyleigh

Team Bloggers!

Hello Class!

I found this to be an interesting article that in a way promoted blogging on both sides. Personally, I am all for it. I created a blog last year primarily to connect with family and friends back home to share my experiences at my internship as well as my new life here in California. It proved to be a lot of work to keep up with adding photos and links and trying to make it somewhat educational (my family loves to hear the new things I learn about science). However, it was an excellent way to connect with them without adding them as "Friends" on Facebook where they would be able to see more than necessary. A blog gave me more privacy and the ability to share my life in a more professional manner.

As the article mentioned, a blog is a great way to teach students responsibility for what they say online as well as teach them how to write both professionally and personally. Being able to talk about subjects that interest you, or that may be mundane, in a fun but professional manner will give students the ability to communicate effectively in the future with colleagues, businesses, potential employers, the public, etc. Letting students know and realize that they also have to take responsibility for what they say online is crucial in the new era of cyber bullying. This is why I also feel this article's opposing side also served as a pro-blogging argument. The teacher was trying to be innovative, but maybe should have realized what she was posting. People do not like to be talked about or made to feel like anything they do will end up online. Being too personal or critical can have its consequences and students should learn that at an early age.

Overall, I am pro-blogging for a way to improve and evaluate student writing. If explained effectively and given certain guidelines, I think a blog that is monitored by an educator would strongly benefit the writing habits of students. Maybe it will even get rid of texting and instant message speak such as "r" instead of "are" or "u" instead of "you". We can only hope, right?

Have a great weekend class!

-Kyleigh

Welcome

Hello Class!

Welcome to my 422 blog! I am planning on being a middle school science and math teacher so I am a huge biology nerd :-) Herpetology, the study of reptiles and amphibians, is my favorite area of biology to study.

Pseudotriton ruber schenki aka the Black chinned red salamander!

I look forward to reading your posts during our 422 class!



Kyleigh