Computational Thinking and Robotics

A search of the following “terms” in BC’s curriculum of all types and grades K-9 came up with the following results:

“Computational thinking” was found in:

• Big Ideas in Mathematics 4
• Content in Applied Design, Skills and Technologies 6, 7 and 8

“Robotics” was found in:

• Content in Applied Design, Skills and Technologies 6, 7, 8, and 9

It’s smart for computational thinking to be included first as a big idea to be covered in a lower grade.  The fact that it is in the content of ADST for grades 6-8 is not surprising.  Students are able to better grasp and apply concepts as they mature.  The fact that robotics is included in content for grades 6-9 also makes sense.  The students can explore robotics while learning about computational thinking, and further extend their robotics exploration in grade 9.

Having taken some lessons and watched videos presented by CodeBC, I can see that computational thinking is applicable to all parts of life and can be explored at any age.  Starting earlier may set students up for greater success, especially with future problem solving.  However, it can be included in your practice without it being explicitly included in the curriculum.

The big question that these results raise is “If robotics appear under content in the BC Curriculum, why is it that there are still schools without robotics kits and teachers with expertise?”

Computers and Communication Devices

ADST in My Library

Professional Goals

ADST: Design Thinking/Human-Centred Design Thinking

A recent read of Applied Design, Skills and Technologies: Design Thinking & Human-Centred Design Thinking by Sandra Averill and Stacey Bernier (also available on issuu platfom), brought me back fifteen years to when I studied Industrial Design (product design).

Design thinking

Human-centred design thinking

I have used the processes depicted above and described by Averill and Bernier many times in the design of products, but also apply it to other areas.  The fact that this process is being introduced to students of all ages is fantastic.  It gives students a process and strategy for solving problems in any area of life.  The focus on human-centred design fosters the develop of empathy in students and ensures that the results will be user-friendly.

A recommended read to find out more!

The book also provided a link to a video describing a school’s student expedition project.  The students are exposed to a problem and then they work interdisciplinarily on it over the course of the year.   Their example was to create a device to harness natural energy.  It would be fantastic to use this model for all students.  Purpose drives enthusiasm and opens pathways.  Establishing a team of teachers committed to the same focus would be brilliant, and beneficial for the students’ learning.