Slides used at the workshop on computational thinking for the eTwinning thematic conference in Athens (September 2017)

1. COMPUTATIONAL THINKING ACROSS SCHOOL CURRICULA
ETWINNING THEMATIC CONFERENCE ATHENS, 30/09/2017
ANUSCA FERRARI & KATJA ENGELHARDT

2. THE STUDIES
 European Schoolnet and ITD
 Funded by JRC
 Published in 2016
 https://goo.gl/c7OXFn
 European Schoolnet
 Published in 2015 (first version 2014)
 https://goo.gl/Wz1en6 (2015) and
https://goo.gl/98zknd (2014)

4. PEDAGOGIES TO TEACH CT
 multiple pathways to teach CT
 Give learners the possibility to design, create and experiment in areas they
care about
 Identify pedagogical approaches that draw on real- life situations
 CS Unplugged as popular approach: teach CT without technology
 Computer simulations & modelling to support learning e.g. in Science
classes
 Scalable Game Design as an motivating first step
 Need for an inclusive approach (gender and special eductional needs)

5. INCLUSIVE APPROACH TO TEACH CT
“All pupils, regardless of their ability, will benefit from coding,
largely because they can work at their own pace and level
according to their individual needs. Coding is engaging for
students because they get involved, they are keen to experiment
and try things out. There is no obvious right or wrong method. If
their code does not work, pupils just continue experimenting
until they achieve what they want to achieve. They can either
create their own game or they can just do basics like moving a
character on the screen.” Ruth Sanders, Ysgol Hendreflin, Wales

6. TRANSFER OF SKILLS
Limited research on how CT concepts and
constructs are transferred to other domains.
No sufficient evidence on long-term impact of
studying coding/programming or CT in schools
First evidence suggests:
 Learning programming does not automatically
imply the development of problem solving skills
 Learn coding early can improve students
understanding of mathematical processes

7. LEARNING TOOLS TO TEACH CT
 Learning tools required that make programming activities accessible to young
children in primary school (i.e. tools that have a low floor) and yet be
challenging for more experienced learners (i.e. high ceiling)
• Block- based environments like Alice
and Scratch
 Students can focus on creating and
experimenting, as learners do do
not need to be able to code in a
textual language

8. LEARNING TOOLS TO TEACH CT
 drop & drag languages can be easy to start with, but can also be
quite complex and sophisticated
1. learners’ creation of digital games
2. Digital storytelling
 tangible tools like robotics kits (e.g.
Lego Mindstorms), e-textiles (Lilypad)
and handheld computers (e.g. BBC
micro:bit)
 Programming of toy robots for young
children

9. ASSESSMENT OF CT
• Importance to adequately assessing students’ CT skills is generally recognized by
experts and practitioners
• But: still a limited number of research works focused on assessment of CT concepts
and constructs, and their transfer to other knowledge domains.
Methods used:
• Analysis of artefacts, e.g. games or models
• Trouble shooting scenarios, e.g. debugging existing programs
• Multiple-choice assessments, attendant rubrics
 New comprehensive approaches are needed that grasp the complexity of cognitive
approaches in place with CT
 New tools and criteria to help teachers in assessing CT skills, in particular if
integrated across subjects, will need to be developed

10. Find someone who…
Teaches the same subject Tried out a tool you did not use yourself Is new to eTwinning
Works in a country you would like to work
with
Teaches the same age group Is an experienced eTwinner
Is not too familiar with CT Is a Supercoder Has a big class (as yourself)
WHAT DO YOU ALREADY DO ON CODING/CT IN YOUR SCHOOL?

11. CT IN DIFFERENT SUBJECTS
Source: Google course on computational thinking for educators

12. Source:
http://www.helloruby.com
Arts and
algorithms
http://www.hel
loruby.com/pla
y/16

13. EXAMPLES ACTIVITIES
1. Unplugged CT
2. Abstraction - CT

14. 14/17
CONTACTS
CompuThink study website
https://ec.europa.eu/jrc/en/computational-thinking
For more information write to
anusca.ferrari@eun.org
katja.engelhardt@eun.org