Computational thinking can be considered an extension of algorithmic thinking as it provides a framework for reasoning about problems and methods of their solution.
Developing student knowledge, understanding and skills in the use of computational thinking and the key concepts of abstraction; data collection, representation and interpretation; specification, algorithms and implementation to create digital solutions is an aim of the Digital Technologies curriculum. Computational and algorithmic thinking are built into the curriculum to develop and encourage increasingly sophisticated thinking skills, and processes, techniques and digital systems by students to create solutions to address specific problems, opportunities or needs. ACARA explains computational thinking as a problem-solving process involving a number of characteristics and dispositions including, recognising aspects of computation and thinking logically, algorithmically, recursively and abstractly. Algorithmic thinking allows solutions to be automated and is a way of thinking that enables a person or a computer to get to a solution through instructions or rules if followed precisely. Without realising it, children are around algorithm all the time as it governs everything from the technology they use to the routine decisions they make every day. Examples of algorithms include: recipes for making food, methods used to solve maths problems, process of folding a shirt and a morning routine. The image on the right shows what a child’s morning routine might look like if written as an algorithm. |
Fireman to the rescue is an unplugged activity designed for Years 2-3 that attempts to engage students in algorithmic thinking. The activity links to the Digital Technologies Processes and Production strand that states students follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems. The activity is designed to develop the following thinking processes:
- Algorithms – a sequence of steps and decisions
- Branching algorithms – decisions and different pathways
- Iteration of algorithms – repetition on steps or stages
- Decomposition of real world problems
The idea of the activity is for students to write out precise instructions so the Lego fireman can navigate his way around the bushland obstacles to rescue the Lego lady. Without knowing it, students will be exploring important computational concepts like repetition, sequencing and conditional logic. Students can then swap instructions with one another and follow the instructions of their peers. During the activity, the teacher can lead students to understand the importance of making sure instructions are clear and explicit enough to be followed. The activity could be timed with the winning pair being the students who both successfully rescue the Lego lady from the fire in the least amount of time. At the end of the activity, the teacher can encourage students to reflect on the activity and share their thoughts.
In 2016, Minecraft has over 122 million users across various platforms and is the second best-selling game of all time. The creative and building aspects of Minecraft enable players to build constructions out of textured cubes in a 3D procedurally generated world. Other activities in the game include exploration, resource gathering, crafting, and combat. Multiple gameplay modes are available, including a survival mode where the player must acquire resources to build the world and maintain health, a creative mode where players have unlimited resources to build with and the ability to fly, an adventure mode where players can play custom maps created by other players, and a spectator mode where players can fly around and clip through blocks, but cannot place or destroy any.
Minecraft is enjoyed by children because its open-world nature gives them the opportunity to be more creative and gives them a sense of control over themselves and their environment. Minecraft teaches visuospatial reasoning skills as children learn how to manipulate objects in space in a way that helps them create dynamic structures. It also helps children learn how to collaborate to solve problems that in turn improves critical thinking skills that support motivation for learning. It is therefore no wonder Minecraft is gaining popularity as a teaching tool.
Minecraft is enjoyed by children because its open-world nature gives them the opportunity to be more creative and gives them a sense of control over themselves and their environment. Minecraft teaches visuospatial reasoning skills as children learn how to manipulate objects in space in a way that helps them create dynamic structures. It also helps children learn how to collaborate to solve problems that in turn improves critical thinking skills that support motivation for learning. It is therefore no wonder Minecraft is gaining popularity as a teaching tool.
The Hour of Code offered by Code. Org is a one-hour introduction to computer science and is designed to demystify code and show that anybody can learn the basics. Code.org offers a Minecraft Hour of Code where students can use drag and drop programming to create and deploy animals and other Minecraft creatures to create their own version of Minecraft. This easy approach turns Minecraft into a learning tool for coding, critical thinking and programming.
The Minecraft Hour of Code is an activity that will engage Year 5-6 students in algorithmic thinking at increasing levels of complexity to meet the following Years 5-6 Digital Technologies curriculum content descriptions :
Strand: Knowledge and Understanding
As students develop algorithmic thinking through the guided coding activity, they learn to visualise and plan, create geometric structures and solve problems, and in the process their coding, reading, maths and science skills are built.
The Minecraft Hour of Code is an activity that will engage Year 5-6 students in algorithmic thinking at increasing levels of complexity to meet the following Years 5-6 Digital Technologies curriculum content descriptions :
Strand: Knowledge and Understanding
- Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)
- Design a user interface for a digital system (ACTDIP018)
- Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)
- Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)
As students develop algorithmic thinking through the guided coding activity, they learn to visualise and plan, create geometric structures and solve problems, and in the process their coding, reading, maths and science skills are built.
The Minecraft Hour of Code is non-profit and available in many different languages, making it accessible to many different people, irrespective of language background. Drawing attention to this enables students to explore different features of user interfaces that allow people from different cultures to access information irrespective of language background, for example using icons and consistently placing icons or symbols in games interfaces to reduce the frustrations of game players.
References
Australian Curriculum, Assessment and Reporting Authority (ACARA). 2017. Digital Technologies. Aims. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/aims
Australian Curriculum, Assessment and Reporting Authority (ACARA). 2017. Digital Technologies. Structure. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/structure
Australian Curriculum, Assessment and Reporting Authority (ACARA). 2017. Digital Technologies. Curriculum. F-10. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1#level5-6
Code. Org. 2017. Hour of Code: Minecraft. Retrieved from https://code.org/minecraft
Junco, R. 2014. Beyond Screen Time: What Minecraft Teaches Kids. The Atlantic. Retrieved from https://www.theatlantic.com/technology/archive/2014/04/beyond-screen-time-what-a-good-game-like-minecraft-teaches-kids/361261/
Scratch. 2017. Educator Guide: Hide and Seek. Retrieved from https://scratch.mit.edu/scratchr2/static/pdfs/help/Hide-and-Seek-Guide.pdf
Tynker Coding for Kids. 2017. Explaining Algorithms to Kids. Retrieved from http://www.tynker.com/blog/articles/ideas-and-tips/how-to-explain-algorithms-to-kids/
Teaching London Computing: A Resource Hub from CAS London. 2017. Algorithmic Thinking. Retrieved from https://teachinglondoncomputing.org/resources/developing-computational-thinking/algorithmic-thinking/
Australian Curriculum, Assessment and Reporting Authority (ACARA). 2017. Digital Technologies. Aims. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/aims
Australian Curriculum, Assessment and Reporting Authority (ACARA). 2017. Digital Technologies. Structure. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/structure
Australian Curriculum, Assessment and Reporting Authority (ACARA). 2017. Digital Technologies. Curriculum. F-10. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1#level5-6
Code. Org. 2017. Hour of Code: Minecraft. Retrieved from https://code.org/minecraft
Junco, R. 2014. Beyond Screen Time: What Minecraft Teaches Kids. The Atlantic. Retrieved from https://www.theatlantic.com/technology/archive/2014/04/beyond-screen-time-what-a-good-game-like-minecraft-teaches-kids/361261/
Scratch. 2017. Educator Guide: Hide and Seek. Retrieved from https://scratch.mit.edu/scratchr2/static/pdfs/help/Hide-and-Seek-Guide.pdf
Tynker Coding for Kids. 2017. Explaining Algorithms to Kids. Retrieved from http://www.tynker.com/blog/articles/ideas-and-tips/how-to-explain-algorithms-to-kids/
Teaching London Computing: A Resource Hub from CAS London. 2017. Algorithmic Thinking. Retrieved from https://teachinglondoncomputing.org/resources/developing-computational-thinking/algorithmic-thinking/