Computational thinking ... is it abstract?

There are numerous definitions of what computational thinking actually is and how it can be encompassed in all areas of the curriculum, not just the digital curriculum. Some of the components examined here include abstraction, patterning, algorithms and decomposition. The development of these skills will ensure students have a repertiore of problem solving skills which will assist them across the curriculum. Thinking Myself provides a range of explanations, examples and activities that students can complete to develop their knowledge and understanding of computational thinking strategies.

Google provide a number of resources for the effective instruction and improvement of students skills in this area. They also provide information about the four areas of computational thinking. According to Google:

• Decomposition refers to the ability to break a problem down into smaller more manageable chunks. In doing so it often becomes apparent that algorithms or patterns can be used to create solutions to a problem.
• Patterning can be used to identify similarities or differences that can assist in solving problems. Patterns can often lead to the use of algorithms in providing solutions.
• Abstraction allows the problem solver to sift through the information provided and decipher its relevance to the solution required. It allows for generalisations to be made that can be used for solving further problems.
• Algorithms use a step by step process which often includes the use of patterns and decomposition. 

Barr and Stephenson (2011, pg. 52) go on to describe that a classroom conducive to computational thinking can be characterised as one where:

• Teachers and students increase their use of a vocabulary appropriate to describing problem solving strategies.
• A recognition that there will be failed attempts throughout the problem solving process and that these opportunities can lead to a more successful path to solution.
• Team work among students with activities and resources that will allow them to develop their skills in all areas of decomposition, patterning, abstraction and algorithms.

Teachers who encompass a pedagogy which allows students to explore together in a collaborative manner will be providing a classroom which meets numerous criteria outlined by the national curriculum. Criteria such as:

• design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs.
• use of computational thinking and the key concepts of abstraction; data collection, representation and interpretation; specification, algorithms and implementation to create digital solutions.
• Confidently use digital systems to efficiently and effectively automate the transformation of data into information and to creatively communicate ideas in a range of settings.
• apply protocols and legal practices that support safe, ethical and respectful communications and collaboration with known and unknown audiences.
• apply systems thinking to monitor, analyse, predict and shape interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments.

Using authentic learning environments will allow students to apply their learning to their own real world contexts. Activities such as the tuckshop challenge is a great example and allows for the application of multiple key concepts and aims.

Tuckshop Revamp Survey Document