The document discusses the origins of computational thinking. It notes that Seymour Papert first used the term in his 1980 book "Mindstorms" and explored using computers in mathematics education. It defines computational thinking as using fundamental computer science concepts to solve problems. Some key aspects are abstraction, sequencing, loops, conditionals, modularity, and algorithms. The document also covers the modern Greek alphabet, including the names and sounds of each letter.

1. Computational Thinking and…the Greek Alphabet
Apostolos Syropoulos
May 16, 2022
2nd Gymnasoum of Xanthi
Xanthi, Greece
asyropoulos@aol.com

2. Presentation Overview
1 Computational Thinking
2 Let’s be Practical
3 Epilog
2 / 15
Computational Thinking and…the Greek Alphabet
▲

3. Origins
3 / 15
Computational Thinking and…the Greek Alphabet
▲

4. Origins
Seymour Papert (1928–2016) was the first person that used the term computational thinking in his book
entitled Mindstorms: Children, Computers, and Powerful Ideas.
3 / 15
Computational Thinking and…the Greek Alphabet
▲

5. Origins
Seymour Papert (1928–2016) was the first person that used the term computational thinking in his book
entitled Mindstorms: Children, Computers, and Powerful Ideas.
In this book he introduced the samba schools for computation, which can be considered as the
informatics education analog of Rio de Janeiro’s Samba dance schools.
3 / 15
Computational Thinking and…the Greek Alphabet
▲

6. Origins
Seymour Papert (1928–2016) was the first person that used the term computational thinking in his book
entitled Mindstorms: Children, Computers, and Powerful Ideas.
In this book he introduced the samba schools for computation, which can be considered as the
informatics education analog of Rio de Janeiro’s Samba dance schools.
Papert used again this term in this paper An exploration in the space of mathematics educations.
3 / 15
Computational Thinking and…the Greek Alphabet
▲

7. Origins
Seymour Papert (1928–2016) was the first person that used the term computational thinking in his book
entitled Mindstorms: Children, Computers, and Powerful Ideas.
In this book he introduced the samba schools for computation, which can be considered as the
informatics education analog of Rio de Janeiro’s Samba dance schools.
Papert used again this term in this paper An exploration in the space of mathematics educations.
Papert was a mathematician and he explored the use of computers in mathematics education.
3 / 15
Computational Thinking and…the Greek Alphabet
▲

8. Origins
Seymour Papert (1928–2016) was the first person that used the term computational thinking in his book
entitled Mindstorms: Children, Computers, and Powerful Ideas.
In this book he introduced the samba schools for computation, which can be considered as the
informatics education analog of Rio de Janeiro’s Samba dance schools.
Papert used again this term in this paper An exploration in the space of mathematics educations.
Papert was a mathematician and he explored the use of computers in mathematics education.
He designed the LOGO programming language and urged teachers to use it in their classes.
3 / 15
Computational Thinking and…the Greek Alphabet
▲

9. Origins
Seymour Papert (1928–2016) was the first person that used the term computational thinking in his book
entitled Mindstorms: Children, Computers, and Powerful Ideas.
In this book he introduced the samba schools for computation, which can be considered as the
informatics education analog of Rio de Janeiro’s Samba dance schools.
Papert used again this term in this paper An exploration in the space of mathematics educations.
Papert was a mathematician and he explored the use of computers in mathematics education.
He designed the LOGO programming language and urged teachers to use it in their classes.
Maybe LOGO is a good vehicle for mathematics classes but it should be avoided when teaching
programming.
3 / 15
Computational Thinking and…the Greek Alphabet
▲

10. What is Computational Thinking?
4 / 15
Computational Thinking and…the Greek Alphabet
▲

11. What is Computational Thinking?
Jeannette Marie Wing: It is a methodology for solving problems, designing systems, and understanding
human behavior using fundamental notions of computer science.
4 / 15
Computational Thinking and…the Greek Alphabet
▲

12. What is Computational Thinking?
Jeannette Marie Wing: It is a methodology for solving problems, designing systems, and understanding
human behavior using fundamental notions of computer science.
Alternatively: It is a set of mental and cognitive skills that are applied to the problem‐solving process to
help individuals discover and apply different strategies and algorithmic solutions to challenging and
complex problems.
4 / 15
Computational Thinking and…the Greek Alphabet
▲

13. What is Computational Thinking?
Jeannette Marie Wing: It is a methodology for solving problems, designing systems, and understanding
human behavior using fundamental notions of computer science.
Alternatively: It is a set of mental and cognitive skills that are applied to the problem‐solving process to
help individuals discover and apply different strategies and algorithmic solutions to challenging and
complex problems. We do not need computers to use computational thinking!
4 / 15
Computational Thinking and…the Greek Alphabet
▲

14. What is Computational Thinking?
Jeannette Marie Wing: It is a methodology for solving problems, designing systems, and understanding
human behavior using fundamental notions of computer science.
Alternatively: It is a set of mental and cognitive skills that are applied to the problem‐solving process to
help individuals discover and apply different strategies and algorithmic solutions to challenging and
complex problems. We do not need computers to use computational thinking!
Example A birthday cake has a candle for each year of age.
4 / 15
Computational Thinking and…the Greek Alphabet
▲

15. What is Computational Thinking?
Jeannette Marie Wing: It is a methodology for solving problems, designing systems, and understanding
human behavior using fundamental notions of computer science.
Alternatively: It is a set of mental and cognitive skills that are applied to the problem‐solving process to
help individuals discover and apply different strategies and algorithmic solutions to challenging and
complex problems. We do not need computers to use computational thinking!
Example A birthday cake has a candle for each year of age. Candles can be either lit or not lit.
4 / 15
Computational Thinking and…the Greek Alphabet
▲

16. What is Computational Thinking?
Jeannette Marie Wing: It is a methodology for solving problems, designing systems, and understanding
human behavior using fundamental notions of computer science.
Alternatively: It is a set of mental and cognitive skills that are applied to the problem‐solving process to
help individuals discover and apply different strategies and algorithmic solutions to challenging and
complex problems. We do not need computers to use computational thinking!
Example A birthday cake has a candle for each year of age. Candles can be either lit or not lit. We could
use them to show a binary representation of your age!
4 / 15
Computational Thinking and…the Greek Alphabet
▲

17. What is Computational Thinking?
Jeannette Marie Wing: It is a methodology for solving problems, designing systems, and understanding
human behavior using fundamental notions of computer science.
Alternatively: It is a set of mental and cognitive skills that are applied to the problem‐solving process to
help individuals discover and apply different strategies and algorithmic solutions to challenging and
complex problems. We do not need computers to use computational thinking!
Example A birthday cake has a candle for each year of age. Candles can be either lit or not lit. We could
use them to show a binary representation of your age! Since 14 years old is 1110 in binary, we could
represent 14 with four candles.
4 / 15
Computational Thinking and…the Greek Alphabet
▲

18. Learning for the Twenty‐First Century
5 / 15
Computational Thinking and…the Greek Alphabet
▲

19. Learning for the Twenty‐First Century
Knowing how to think empowers you far beyond those who know only what to think. Neil deGrasse
Tyson
5 / 15
Computational Thinking and…the Greek Alphabet
▲

20. Learning for the Twenty‐First Century
Knowing how to think empowers you far beyond those who know only what to think. Neil deGrasse
Tyson
Learning should be situated in real‐life contexts and rich tasks.
5 / 15
Computational Thinking and…the Greek Alphabet
▲

21. Learning for the Twenty‐First Century
Knowing how to think empowers you far beyond those who know only what to think. Neil deGrasse
Tyson
Learning should be situated in real‐life contexts and rich tasks.
Rich tasks are accessible;
5 / 15
Computational Thinking and…the Greek Alphabet
▲

22. Learning for the Twenty‐First Century
Knowing how to think empowers you far beyond those who know only what to think. Neil deGrasse
Tyson
Learning should be situated in real‐life contexts and rich tasks.
Rich tasks are accessible;
provide opportunities for extended learning;
5 / 15
Computational Thinking and…the Greek Alphabet
▲

23. Learning for the Twenty‐First Century
Knowing how to think empowers you far beyond those who know only what to think. Neil deGrasse
Tyson
Learning should be situated in real‐life contexts and rich tasks.
Rich tasks are accessible;
provide opportunities for extended learning;
encourage collaboration and discussion;
5 / 15
Computational Thinking and…the Greek Alphabet
▲

24. Learning for the Twenty‐First Century
Knowing how to think empowers you far beyond those who know only what to think. Neil deGrasse
Tyson
Learning should be situated in real‐life contexts and rich tasks.
Rich tasks are accessible;
provide opportunities for extended learning;
encourage collaboration and discussion;
spark students’ curiosity and promotes decision‐making; and
5 / 15
Computational Thinking and…the Greek Alphabet
▲

25. Learning for the Twenty‐First Century
Knowing how to think empowers you far beyond those who know only what to think. Neil deGrasse
Tyson
Learning should be situated in real‐life contexts and rich tasks.
Rich tasks are accessible;
provide opportunities for extended learning;
encourage collaboration and discussion;
spark students’ curiosity and promotes decision‐making; and
forster creativity, individuality, and variety in the application of knowledge.
5 / 15
Computational Thinking and…the Greek Alphabet
▲

26. Learning for the Twenty‐First Century
Knowing how to think empowers you far beyond those who know only what to think. Neil deGrasse
Tyson
Learning should be situated in real‐life contexts and rich tasks.
Rich tasks are accessible;
provide opportunities for extended learning;
encourage collaboration and discussion;
spark students’ curiosity and promotes decision‐making; and
forster creativity, individuality, and variety in the application of knowledge.
A motto: Think, Learn, and Reason through Problem Solving.
5 / 15
Computational Thinking and…the Greek Alphabet
▲

27. Learning for the Twenty‐First Century
Knowing how to think empowers you far beyond those who know only what to think. Neil deGrasse
Tyson
Learning should be situated in real‐life contexts and rich tasks.
Rich tasks are accessible;
provide opportunities for extended learning;
encourage collaboration and discussion;
spark students’ curiosity and promotes decision‐making; and
forster creativity, individuality, and variety in the application of knowledge.
A motto: Think, Learn, and Reason through Problem Solving.
Stuggle productively and learn from mistakes.
5 / 15
Computational Thinking and…the Greek Alphabet
▲

28. Learning for the Twenty‐First Century
Knowing how to think empowers you far beyond those who know only what to think. Neil deGrasse
Tyson
Learning should be situated in real‐life contexts and rich tasks.
Rich tasks are accessible;
provide opportunities for extended learning;
encourage collaboration and discussion;
spark students’ curiosity and promotes decision‐making; and
forster creativity, individuality, and variety in the application of knowledge.
A motto: Think, Learn, and Reason through Problem Solving.
Stuggle productively and learn from mistakes.
Adapt and apply previous learning in new situations.
5 / 15
Computational Thinking and…the Greek Alphabet
▲

29. Computational Thinking in Practice
6 / 15
Computational Thinking and…the Greek Alphabet
▲

30. Computational Thinking in Practice
Abstraction—The process of generalizing from specific instances.
6 / 15
Computational Thinking and…the Greek Alphabet
▲

31. Computational Thinking in Practice
Abstraction—The process of generalizing from specific instances.
Sequencing—How to put commands inthe correct order in order to accomplish a specific task.
6 / 15
Computational Thinking and…the Greek Alphabet
▲

32. Computational Thinking in Practice
Abstraction—The process of generalizing from specific instances.
Sequencing—How to put commands inthe correct order in order to accomplish a specific task.
Loops—Understand how and why something has to performed many times.
6 / 15
Computational Thinking and…the Greek Alphabet
▲

33. Computational Thinking in Practice
Abstraction—The process of generalizing from specific instances.
Sequencing—How to put commands inthe correct order in order to accomplish a specific task.
Loops—Understand how and why something has to performed many times.
Conditionals—Undestand that certain situations may have multiple outcomes.
6 / 15
Computational Thinking and…the Greek Alphabet
▲

34. Computational Thinking in Practice
Abstraction—The process of generalizing from specific instances.
Sequencing—How to put commands inthe correct order in order to accomplish a specific task.
Loops—Understand how and why something has to performed many times.
Conditionals—Undestand that certain situations may have multiple outcomes.
Modularity—The ability to build something large by putring together collections of smnaller parts.
6 / 15
Computational Thinking and…the Greek Alphabet
▲

35. Computational Thinking in Practice
Abstraction—The process of generalizing from specific instances.
Sequencing—How to put commands inthe correct order in order to accomplish a specific task.
Loops—Understand how and why something has to performed many times.
Conditionals—Undestand that certain situations may have multiple outcomes.
Modularity—The ability to build something large by putring together collections of smnaller parts.
Scalability—The ability to take what youhave done with a smaller set og data and seeif its works with a
larger set of data.
6 / 15
Computational Thinking and…the Greek Alphabet
▲

36. Computational Thinking in Practice
Abstraction—The process of generalizing from specific instances.
Sequencing—How to put commands inthe correct order in order to accomplish a specific task.
Loops—Understand how and why something has to performed many times.
Conditionals—Undestand that certain situations may have multiple outcomes.
Modularity—The ability to build something large by putring together collections of smnaller parts.
Scalability—The ability to take what youhave done with a smaller set og data and seeif its works with a
larger set of data.
Algorithmic processes—Algorithms are a step‐by‐step set of instructions that can be applied to a class of
problems.
6 / 15
Computational Thinking and…the Greek Alphabet
▲

37. The Modern Greek Alphabet—Names
7 / 15
Computational Thinking and…the Greek Alphabet
▲

38. The Modern Greek Alphabet—Names
7 / 15
Computational Thinking and…the Greek Alphabet
▲

39. The Modern Greek Alphabet—Names
α Α β Β γ Γ δ Δ ε Ε ζ Ζ
alpha beta gamma delta epsilon zeta
η Η θ Θ ι Ι κ Κ λ Λ μ Μ
eta theta iota kappa lambda mu
ν Ν ξ Ξ ο Ο π Π ρ Ρ σς Σ
nu xi omikron pi rho sigma
τ Τ υ Υ φ Φ χ Χ ψ Ψ ω Ω
tau upsilon phi chi psi omega
7 / 15
Computational Thinking and…the Greek Alphabet
▲

40. The Modern Greek Alphabet—Sounds
8 / 15
Computational Thinking and…the Greek Alphabet
▲

41. The Modern Greek Alphabet—Sounds
8 / 15
Computational Thinking and…the Greek Alphabet
▲

42. The Modern Greek Alphabet—Sounds
α Α β Β γ Γ δ Δ ε Ε ζ Ζ
a as in
apple
v as in
various
y as in
yes
th as in
the
e as in
pen
z as in
zip
η Η θ Θ ι Ι κ Κ λ Λ μ Μ
e as in
me
th as in
theory
e as in
me
k as in
key
l as in
love
m as in
mother
ν Ν ξ Ξ ο Ο π Π ρ Ρ σς Σ
n as in
nephew
x as in
fox
o as in
orange
p as in
people
Scottish
r as in
rrright
s as in
seat
τ Τ υ Υ φ Φ χ Χ ψ Ψ ω Ω
t as in
ten
e as in
me
f as in
father
ch, h
almost
as in hit
(a bit
harsher)
ps
almost
like in
absent
o as in
orange
8 / 15
Computational Thinking and…the Greek Alphabet
▲

43. The Modern Greek Alphabet II
9 / 15
Computational Thinking and…the Greek Alphabet
▲

44. The Modern Greek Alphabet II
Rendering using Cavafy Script
9 / 15
Computational Thinking and…the Greek Alphabet
▲

45. The Modern Greek Alphabet II
Rendering using Cavafy Script
α Α β Β γ Γ δ Δ ε Ε ζ Ζ
alpha beta gamma delta epsilon zeta
η Η θ Θ ι Ι κ Κ λ Λ μ Μ
eta theta iota kappa lambda mu
ν Ν ξ Ξ ο Ο π Π ρ Ρ σς Σ
nu xi omikron pi rho sigma
τ Τ υ Υ φ Φ χ Χ ψ Ψ ω Ω
tau upsilon phi chi psi omega
9 / 15
Computational Thinking and…the Greek Alphabet
▲

46. The Modern Greek Alphabet III
10 / 15
Computational Thinking and…the Greek Alphabet
▲

47. The Modern Greek Alphabet III
Rendering using NF‐Aiolos
10 / 15
Computational Thinking and…the Greek Alphabet
▲

48. The Modern Greek Alphabet III
Rendering using NF‐Aiolos
α Α β Β γ Γ δ Δ ε Ε ζ Ζ
alpha beta gamma delta epsilon zeta
η Η θ Θ ι Ι κ Κ λ Λ μ Μ
eta theta iota kappa lambda mu
ν Ν ξ Ξ ο Ο π Π ρ Ρ σς Σ
nu xi omikron pi rho sigma
τ Τ υ Υ φ Φ χ Χ ψ Ψ ω Ω
tau upsilon phi chi psi omega
10 / 15
Computational Thinking and…the Greek Alphabet
▲

49. The Modern Greek Alphabet III
11 / 15
Computational Thinking and…the Greek Alphabet
▲

50. The Modern Greek Alphabet III
Rendering using Frederika2016
11 / 15
Computational Thinking and…the Greek Alphabet
▲

51. The Modern Greek Alphabet III
Rendering using Frederika2016
α Α β Β γ Γ δ Δ ε Ε ζ Ζ
alpha beta gamma delta epsilon zeta
η Η θ Θ ι Ι κ Κ λ Λ μ Μ
eta theta iota kappa lambda mu
ν Ν ξ Ξ ο Ο π Π ρ Ρ σς Σ
nu xi omikron pi rho sigma
τ Τ υ Υ φ Φ χ Χ ψ Ψ ω Ω
tau upsilon phi chi psi omega
11 / 15
Computational Thinking and…the Greek Alphabet
▲

52. How to Learn the Greek Alphabet?
12 / 15
Computational Thinking and…the Greek Alphabet
▲

53. How to Learn the Greek Alphabet?
Euclid wrote, “There is no royal road to geometry.”
12 / 15
Computational Thinking and…the Greek Alphabet
▲

54. How to Learn the Greek Alphabet?
Euclid wrote, “There is no royal road to geometry.”
To know the alphabet means to be able to pronounce words writen using the Greek alphabet.
12 / 15
Computational Thinking and…the Greek Alphabet
▲

55. How to Learn the Greek Alphabet?
Euclid wrote, “There is no royal road to geometry.”
To know the alphabet means to be able to pronounce words writen using the Greek alphabet.
NB The Greek language has many diphthongs.
12 / 15
Computational Thinking and…the Greek Alphabet
▲

56. How to Learn the Greek Alphabet?
Euclid wrote, “There is no royal road to geometry.”
To know the alphabet means to be able to pronounce words writen using the Greek alphabet.
NB The Greek language has many diphthongs.
Open this URL shorturl.at/ekwDX and type your name!
12 / 15
Computational Thinking and…the Greek Alphabet
▲

57. How to Learn the Greek Alphabet?
Euclid wrote, “There is no royal road to geometry.”
To know the alphabet means to be able to pronounce words writen using the Greek alphabet.
NB The Greek language has many diphthongs.
Open this URL shorturl.at/ekwDX and type your name!
12 / 15
Computational Thinking and…the Greek Alphabet
▲

58. A few diphthongs
13 / 15
Computational Thinking and…the Greek Alphabet
▲

59. A few diphthongs
ου is pronounced oo as in soup;
13 / 15
Computational Thinking and…the Greek Alphabet
▲

60. A few diphthongs
ου is pronounced oo as in soup;
αυ is pronounced af as in Afford or ow as in Hour;
13 / 15
Computational Thinking and…the Greek Alphabet
▲

61. A few diphthongs
ου is pronounced oo as in soup;
αυ is pronounced af as in Afford or ow as in Hour;
οι is pronounced ee as in tree;
13 / 15
Computational Thinking and…the Greek Alphabet
▲

62. A few diphthongs
ου is pronounced oo as in soup;
αυ is pronounced af as in Afford or ow as in Hour;
οι is pronounced ee as in tree;
αι is pronounced e as in shelf; and
13 / 15
Computational Thinking and…the Greek Alphabet
▲

63. A few diphthongs
ου is pronounced oo as in soup;
αυ is pronounced af as in Afford or ow as in Hour;
οι is pronounced ee as in tree;
αι is pronounced e as in shelf; and
ει is pronounced ee as in tree.
13 / 15
Computational Thinking and…the Greek Alphabet
▲

64. A few diphthongs
ου is pronounced oo as in soup;
αυ is pronounced af as in Afford or ow as in Hour;
οι is pronounced ee as in tree;
αι is pronounced e as in shelf; and
ει is pronounced ee as in tree.
μπ is pronounced b as in bye.
13 / 15
Computational Thinking and…the Greek Alphabet
▲

65. A few diphthongs
ου is pronounced oo as in soup;
αυ is pronounced af as in Afford or ow as in Hour;
οι is pronounced ee as in tree;
αι is pronounced e as in shelf; and
ει is pronounced ee as in tree.
μπ is pronounced b as in bye.
τσ is pronounced ch as in teacher.
13 / 15
Computational Thinking and…the Greek Alphabet
▲

66. A few diphthongs
ου is pronounced oo as in soup;
αυ is pronounced af as in Afford or ow as in Hour;
οι is pronounced ee as in tree;
αι is pronounced e as in shelf; and
ει is pronounced ee as in tree.
μπ is pronounced b as in bye.
τσ is pronounced ch as in teacher.
γκ is pronounced g as in goal.
13 / 15
Computational Thinking and…the Greek Alphabet
▲

67. A few diphthongs
ου is pronounced oo as in soup;
αυ is pronounced af as in Afford or ow as in Hour;
οι is pronounced ee as in tree;
αι is pronounced e as in shelf; and
ει is pronounced ee as in tree.
μπ is pronounced b as in bye.
τσ is pronounced ch as in teacher.
γκ is pronounced g as in goal.
Rewrite your name if you could not do so before.
13 / 15
Computational Thinking and…the Greek Alphabet
▲

68. Tonos and Diaeresis
14 / 15
Computational Thinking and…the Greek Alphabet
▲

69. Tonos and Diaeresis
Monotonic orthography for Modern Greek uses only two diacritics, the tonos and the diaeresis.
14 / 15
Computational Thinking and…the Greek Alphabet
▲

70. Tonos and Diaeresis
Monotonic orthography for Modern Greek uses only two diacritics, the tonos and the diaeresis.
A tonos on a vowel means that we need to stress our voice when pronouncing a word.
14 / 15
Computational Thinking and…the Greek Alphabet
▲

71. Tonos and Diaeresis
Monotonic orthography for Modern Greek uses only two diacritics, the tonos and the diaeresis.
A tonos on a vowel means that we need to stress our voice when pronouncing a word.
Write your name and repalce the vowel that is stressed with ά, έ, ί or ό.
14 / 15
Computational Thinking and…the Greek Alphabet
▲

72. Tonos and Diaeresis
Monotonic orthography for Modern Greek uses only two diacritics, the tonos and the diaeresis.
A tonos on a vowel means that we need to stress our voice when pronouncing a word.
Write your name and repalce the vowel that is stressed with ά, έ, ί or ό.
Diaeresis breaks down the diphthongs; thus οϋ is pronounced as oi, etc.
14 / 15
Computational Thinking and…the Greek Alphabet
▲

73. Tonos and Diaeresis
Monotonic orthography for Modern Greek uses only two diacritics, the tonos and the diaeresis.
A tonos on a vowel means that we need to stress our voice when pronouncing a word.
Write your name and repalce the vowel that is stressed with ά, έ, ί or ό.
Diaeresis breaks down the diphthongs; thus οϋ is pronounced as oi, etc.
It is possible to have both a tonos and a diaeresis on vowel. How should we pronounce
14 / 15
Computational Thinking and…the Greek Alphabet
▲

74. Tonos and Diaeresis
Monotonic orthography for Modern Greek uses only two diacritics, the tonos and the diaeresis.
A tonos on a vowel means that we need to stress our voice when pronouncing a word.
Write your name and repalce the vowel that is stressed with ά, έ, ί or ό.
Diaeresis breaks down the diphthongs; thus οϋ is pronounced as oi, etc.
It is possible to have both a tonos and a diaeresis on vowel. How should we pronounce
Open LibreOffice and write your name with tonos!
14 / 15
Computational Thinking and…the Greek Alphabet
▲

75. Concluding Remarks
15 / 15
Computational Thinking and…the Greek Alphabet
▲

76. Concluding Remarks
We learned the letters of the Greek alphabet.
15 / 15
Computational Thinking and…the Greek Alphabet
▲

77. Concluding Remarks
We learned the letters of the Greek alphabet.
We also learned the sounds of the Greek letters.
15 / 15
Computational Thinking and…the Greek Alphabet
▲

78. Concluding Remarks
We learned the letters of the Greek alphabet.
We also learned the sounds of the Greek letters.
We checked out different forms of the Greek letters.
15 / 15
Computational Thinking and…the Greek Alphabet
▲

79. Concluding Remarks
We learned the letters of the Greek alphabet.
We also learned the sounds of the Greek letters.
We checked out different forms of the Greek letters.
We learned some diphthongs.
15 / 15
Computational Thinking and…the Greek Alphabet
▲

80. Concluding Remarks
We learned the letters of the Greek alphabet.
We also learned the sounds of the Greek letters.
We checked out different forms of the Greek letters.
We learned some diphthongs.
We understood the use of tonos and diaeresis.
15 / 15
Computational Thinking and…the Greek Alphabet
▲

81. Concluding Remarks
We learned the letters of the Greek alphabet.
We also learned the sounds of the Greek letters.
We checked out different forms of the Greek letters.
We learned some diphthongs.
We understood the use of tonos and diaeresis.
Thank you so much for your attention!
15 / 15
Computational Thinking and…the Greek Alphabet
▲