ISTE Article Review

ITSE March/April 2011 Issue-Article: Computational Thinking: A Digital Age Skill for Everyone
The article begins by defining "computational thinking" (CT) in terms that remind one of mathematical logic with a little human element thrown in.  As the article progresses, the authors describe CT as a problem-solving process and break down CT into a more understandable list of bullet points which include not only a way of thinking but a way of presenting data.  The skills required/created by CT include confidence, persistence, tolerance, open-ended problem-solving and communication.  While this is all well and good, bringing this new problem-solving way of thinking into the classroom may prove daunting or at the least tricky.  The article also included examples of classroom uses ranging from using computer programs to model, experiment and blog to simply writing an analytical essay using specific literary devices.  Despite the inherent mathematical connection the subject seems to take, it does point out toward the end the differences between computational, mathematical and critical thinking by being more involved with tools-thus making the higher level skills more important and other previously unnecessary or painstaking processes much more logical as the tools provide assistance much faster.

I enjoyed the article once it clarified it's position and definition of Computational Thinking.  The initial definition left me in a bit of a fog, but the bullet points spelled it out very clearly.  I believe that despite the feel from the article that this is new territory, that good teachers are already doing this type of educating in their classrooms.  While, yes, it may seem a stretch for some to take the "tool" step, I feel that may are inherently teaching students through their own actions (if nothing else) how to solve problems or were to go to get/create the tools to solve problems.  I know that in my experience in working with students, I am not ashamed to say "let's go look it up!" and do it either with them right there, or when I have a free moment and then share not only the information but how I found it as well.  I feel that the technology part of this thinking process starts with students becoming familiar while they are young, and then starting 2nd/3rd grade and up using different forms of technology on their own to create greater projects.  I have seen beautiful PowerPoints and brochures by 3rd graders who typed, researched, look up pictures and designed all on their own to be use as both a presentation for the class and a resource for the community when posted on the school's site.  In this class, the teacher simply taught them the basics of the tool and set her requirements while the students developed the skills to their own level.  This example didn't create the Computational Thinking by making the final product include the computer, but it did advance the student's knowledge and their output by including a tool available to the classroom.