Computational thinking for schools

The four CT-foundations can be subdivided into smaller concepts, for example to understand and work with algorithms, you need to understand functions, loops and conditionals. These concepts and understanding how to use them can be grouped into different levels according to their difficulty.

But knowing these concepts is not enough; to solve the challenges or problems to develop CT also requires other general skills such as collaboration, creativity, critical thinking or communication. When developing CT we are providing students with skills and competencies to face challenges and problems in a specific way, the way computers do. Therefore, it is important to provide them with challenges and projects in different contexts that allow them to put these skills into practice. In this sense, when developing CT, the most important thing is not how to use a specific tool (such as Scratch or robot), but how to learn how these tools can be used to solve problems. Technologies are not the goal, but the means to achieve those goals. The objective is to properly integrate the concepts, methods and tools related to CT in other areas of knowledge.

Within the learning of CT, programming is a language of expression, and robotics is an instrument of representation. Both are necessary for problem solving. Through interdisciplinary projects, we can work on the objectives and contents of the educational curriculum using both programming and robotics. It is the way to contextualise the learning of CT in meaningful learning experiences.

Resources

The integration of CT in the classroom should be done progressively and after a reflection by teachers on the objectives, skills and content to be developed. There are many ways to approach these first steps. The roadmap below is designed to help you choose the activity that fits the best your situation.