How do we teach kids to code?

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Eunice Sari
Josh (Adi Tedjasaputra)
eunice.sari@acm.org; adit@acm.org
Copyright © 2015 Eunice Sari and Adi Tedjasaputra·∙ All rightsreserved.

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LINKEDIN: Eunice Sari
Lecturer and Researcher (E-Learning), ICT in Education and User Experience (UX) Design Expert
eunice.sari@acm.org

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LINKEDIN: Josh (Adi Tedjasaputra)
ICT and Language Teacher, User Experience (UX) Design Expert,
Computer and Electronics Engineer
Josh has a passion for the design, development, and use of Information and Communication
Technology (ICT) for a better life. He has more than 15 years of experience helping companies,
educational and non-profit organisations in Europe and Asia Pacific to achieve their business goals
and make the best investment in ICT. He is the Co-founder of the first UX business in Indonesia.
With his engineering and computer science background, he has introduced forward-thinking and
innovative projects that improve the bottom line of businesses in different vertical industries
through Human-centred design, computing and engineering. His current interests include the
Internet of Things, Human-centred Computing, Computational Thinking, e-Learning, Moodle,
Wordpress and Agile UX.
adit@acm.org

“We are currently preparing students for
jobs that don’t yet exist,using technologies
that haven’t been invented, in order to
solve problems we don’t know are
problems yet.”
From Did You Know? by Karl Fisch, Arapahoe High School, Colorado
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Photo by Skeeze CC licence -https://goo.gl/tqcK2D Photo by 777546 CC licence - https://goo.gl/NlaCii Photo by Wikilmages CC licence - https://goo.gl/58J4k1

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Computational
Thinking
Computational
Thinking in
Australian
Education
Context
Computational
Thinking
Application in
T&L
Next Step
and
Reflection
TODAY

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http://goo.gl/EXmTvx
Share your thoughts here!!

Jeanette Marie Wing
#Problem Solving #Computer Science #Digital Age
Photo by Geralt CC licence - https://goo.gl/wDu8AnPhoto Source: Wikipedia (https://goo.gl/vnNiH2)

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Abstraction
Algorithm
Design
Automation
Data
Collection
Data
Analysis
Data
Representation
Decomposition
Parallelisation
Pattern
Generalisation
Simulation
Pattern
Recognition

Definition
Abstraction is identifying and extracting relevant information
to define main idea(s).
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Screenshots fromhttp://games.thinkingmyself.com/Photo Source:CC Licence -
https://goo.gl/XbgDmN

Definition
Algorithm Design is creating an ordered series of instructions
for solving similar problems or for doing a task.
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TeachingTip
Give the example of how in
mathematics,when we add and
subtract fractions with different
denominators,we follow an
algorithm.
Ex: 1/7 + 2/6 =
=(7*6):7*1/(7*6 )+ (7*6):6*2/(7*6)
=20/42 = 10/21

Definition
Automation is having computers or machines do repetitive
tasks.
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Teaching Tip
Show how automation can be
used to perform tasks that
would take a very long time to
complete using a manual
process, such as identifying the
migration patterns of a specific
demographic based on census
data.
Source:https://goo.gl/cY0ocb
LOON Project: Using Balloons and Data to Bring
the Internet to the World

Definition
Data Collection is gathering information.
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Teaching Tip
Havestudents engage in the
process of collecting data by
having them gather the
birthday and gender of their
peers and record it in a
spreadsheet.
Source:https://goo.gl/CNWAHY
Using Data and Creativity to Provide Support in
Times of Disaster

Definition
Data Analysis is making sense of data by finding patterns or
developing insights.
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Teaching Tip 1
Ask students to formulate their own questions that
can be addressed with data collection;work
through data together to answer them.
Teaching Tip 2
Using data sets with anonymized personal data,
such as height,shoe size,favorite color,etc.,show
how data analysis can be used to highlight
information that is meaningful and relevant to your
students.
Findable Photos Using Data
and Algorithms
Source:https://goo.gl/zN7uuo

Definition
Data Representation is depicting and organising data in
appropriate graphs, charts,words, or images.
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Teaching Tip 1
Plot data manually on the whiteboard or via projector so that your students can see the
process of how the organization unfolds.
Teaching Tip 2
Ask your students which visual representation is best for a given data set and work
through some less relevant visualizations first.Discuss as a class why the data should be
represented in one way or another.

Definition
Decomposition is breaking down data, processes,or problems
into smaller,manageableparts
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Teaching Tip 1
In mathematics, we can decompose a
number such as 256.37 as follows:
2*102+5*101+6*100+3*.
Teaching Tip 2
In science we decompose a
projectile’s velocity into its
components along the x- and y-axis.
Screenshots from
http://goo.gl/WPX
KWM

Definition
Parallelisationis simultaneous processing of smaller tasks
from a larger task to more efficiently reach a common goal.
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Teaching Tip
Define the common goal at the
outset, and then have your
students work in groups.
Assign different tasks to each
group to work toward the
common goal. Photo Source:
http://goo.gl/iU9RLn
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.

Definition
Pattern Generalisation is creating models,rules, principles,or
theories of observed patterns to test predicted outcomes.
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Screenshots fromhttp://games.thinkingmyself.com/

Definition
Pattern Recognition is observing patterns, trends,and
regularities in data.
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Teaching Tip
Haveyour students identify trends in stock price cycles that may suggest
when they should be bought and sold.

Definition
Simulation is developing a model to imitate real-world
processes.
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Teaching Tip
Haveyour students illustrate the movement of a solar system by modeling
the gravitationally curved path of an object around a point in space.

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Foundation toYear 2
Foundational Skills in
Computational Thinking
Awareness of Personal
Experience using Digital
System

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GO TO: challenge.bebras.edu.au
PARTICIPATE:2015 Bebras Australia
Challenge (Yr 3-12)
Develop and improve
the CT skills of your students!

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Screenshot from
bee-bot.us
Screenshots from
meetedison.com

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GO TO:thefoos.com

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GO TO:lightbot.com
Use abstraction to define steps involved in achieving something

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Years 3 and 4
Categorising and outlining
procedure
Developing and increasing
awareness of how digital
system areused and could be
used at home, in school and
the local community.

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Exploring digital systems – its components and peripheral
devices,i.e. microscopes,cameras,interactive whiteboards
Collecting, manipulating and interpreting data, developing an understanding of
the characteristics of data and their representation.
Photo credits: Eunice Sari

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GO TO:lightbot.com
• Record solutions to problems.
• Develop designing skills by following prepared algorithms as well as
describing own algorithm that support branching (choice of options)
and user input.
• Use visual programming languages (coding) to implement solutions.

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GO TO:studio.code.org
Teacher Resources
Screenshots from studio.code.org

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Developing CT Skills: Pattern
Recognition, Pattern
Generalisation and
Decomposition
Focus on sustainability of
information system for current
and future uses.
Years 5 and 6
Games, animations,
interactive stories, quizzes.

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GO TO:scratch.mit.edu
PhotoSources:https://vimeo.com/65583694

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GO TO:weebly.com

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GO TO:codecademy.com

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GO TO:codecademy.com

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GO TO:ibuildapp.com

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Sources: Cyberbullying Quiz
(BlubberTV)
https://goo.gl/XLsn8f
GO TO:blubbr.tv

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“No appreciable improvements in
student achievement in reading,
mathematics,or science."What's more,
the study found technology to be of
little help in "bridging the skills divide
between advantaged and
disadvantaged students." And then
there was this headline-grabber:
"Students who use computers very
frequently at school do worse than their
peers."
Students, Computers and Learning
Making the Connection - OECD Report
Existing educational technology has failed
to producedesired learning outcomes
Photo CC Licence: http://calicospanish.com/technology-in-the-
classroom-the-right-tool-at-the-right-time/

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Teachers do not need to control technology as simply a
teaching tool to enhance instruction.Instead they should
relinquish some of their teaching responsibilities to technology
and shift their energy to do things that technology cannot do.
This calls for a re-conceptualization of the relationship as a
partnership between teachers and technology.
Technology is not teachers’substitute
Yong Zhao in a recent Washington Blog Post
“Five Big Mistakes in Education Technology
and How to Fix Them”
Photo CC Licence from http://calicospanish.com/using-centers-and-stations-to-teach-world-language/

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RobertPuentedura’sSAMRTheory.Screenshotsfromhttps://goo.gl/tkr2f0
Expore

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Are you ready for the challenge?
Drop us a link if you have any questions or comments:
Eunice Sari | eunice.sari@acm.org | Linkedin: Eunice Sari
Adi Tedjasaputra |adit@acm.org | Linkedin: Josh (Adi Tedjasaputra)

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