{"id":4032,"date":"2017-12-20T18:43:26","date_gmt":"2017-12-20T13:43:26","guid":{"rendered":"http:\/\/teachersfirst.com\/conferences\/?page_id=4032"},"modified":"2018-05-05T03:38:51","modified_gmt":"2018-05-04T22:38:51","slug":"lets-get-digital-problem-solving-that-is","status":"publish","type":"page","link":"https:\/\/teachersfirst.org\/conferences\/events\/petec-2018\/lets-get-digital-problem-solving-that-is\/","title":{"rendered":"Let\u2019s get digital: problem solving that is!"},"content":{"rendered":"<h1><span style=\"font-weight: 400;\">Session information<\/span><\/h1>\n<p><span style=\"font-weight: 400;\">The current trend is to focus on STEM and Coding. However, focusing on Digital Age Problem Solving in all content areas instead requires students to think critically, systematically, and logically and become digital problem solvers. Learn about Design Thinking, Data Literacy, and Computational Thinking and find ways to use in any classroom with your students.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">This session will look at the three aspects of Digital Age Problem Solving: Design Thinking, Data Literacy, and Computational Thinking. Attendees will find ideas for implementing these into any classroom and find tools that teachers and students can use.<\/span><\/p>\n<p><iframe loading=\"lazy\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/63UUZmi6xjljFf\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"> <\/iframe><\/p>\n<div style=\"margin-bottom: 5px;\"><strong> <a title=\"PETE&amp;C 2018: Let's Get Digital: Problem solving that is!\" href=\"\/\/www.slideshare.net\/sourceforlearning\/petec-lets-get-digital-problem-solving-that-is\" target=\"_blank\" rel=\"noopener\">PETE&amp;C 2018: Let&#8217;s Get Digital: Problem solving that is!<\/a> <\/strong> from <strong><a href=\"https:\/\/www.slideshare.net\/sourceforlearning\" target=\"_blank\" rel=\"noopener\">The Source for Learning, Inc.<\/a><\/strong><\/div>\n<p>&nbsp;<\/p>\n<div>\n<h2 style=\"text-align: center;\">EDUCATION IS MOVING FROM TEACHING TO LEARNING<\/h2>\n<div style=\"text-align: center;\">(FROM CONSUMING TO CREATING)<\/div>\n<div style=\"text-align: center;\">In teaching, we ask ourselves &#8220;What am I going to teach?&#8221;<\/div>\n<div style=\"text-align: center;\">In learning, we ask &#8220;What should my students be able to do with what they learn?&#8221;<\/div>\n<\/div>\n<p><span style=\"font-weight: 400;\">Digital-age problem solving combines three key skills essential to understanding and solving problems in the information age:\u00a0<\/span><b>data literacy<\/b><span style=\"font-weight: 400;\">,\u00a0<\/span><b>design thinking<\/b><span style=\"font-weight: 400;\">, and\u00a0<\/span><b>computational thinking<\/b><span style=\"font-weight: 400;\">. <\/span><span style=\"font-weight: 400;\">Computational thinking is the thought process involved in taking a problem and breaking it down into small components that a human or computer can use to analyze or create solutions.<\/span><\/p>\n<h1><span style=\"font-weight: 400;\">Data literacy <\/span><\/h1>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Collect, analyze, interpret, and tell stories using complex sets of data.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Data is used to help identify the problems to be addressed<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Collection, analysis, interpretation,and action<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Infographic \u2013 compelling way to display and share data<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Focus should be on data analysis<\/span><\/li>\n<\/ul>\n<p><strong>Data literacy sources:<\/strong><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=qHz_ogTH2p4\"><span style=\"font-weight: 400;\">https:\/\/www.youtube.com\/watch?v=qHz_ogTH2p4<\/span><\/a><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=TA_tNh0LMEs\"><span style=\"font-weight: 400;\">https:\/\/www.youtube.com\/watch?v=TA_tNh0LMEs<\/span><\/a><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=speKlXgUTX8\"><span style=\"font-weight: 400;\">https:\/\/www.youtube.com\/watch?v=speKlXgUTX8<\/span><\/a><\/p>\n<p><a href=\"https:\/\/www.data.gov\/education\/datagov-classroom\"><span style=\"font-weight: 400;\">https:\/\/www.data.gov\/education\/datagov-classroom<\/span><\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Data visualization sources:<\/strong><\/p>\n<p><a href=\"https:\/\/www.ted.com\/talks\/david_mccandless_the_beauty_of_data_visualization\"><span style=\"font-weight: 400;\">https:\/\/www.ted.com\/talks\/david_mccandless_the_beauty_of_data_visualization<\/span><\/a><\/p>\n<p><a href=\"https:\/\/timeline.knightlab.com\/\"><span style=\"font-weight: 400;\">https:\/\/timeline.knightlab.com\/<\/span><\/a><\/p>\n<p><a href=\"https:\/\/infogr.am\/\"><span style=\"font-weight: 400;\">https:\/\/infogr.am\/<\/span><\/a><\/p>\n<p><a href=\"https:\/\/www.google.com\/maps\/d\/u\/0\/\"><span style=\"font-weight: 400;\">https:\/\/www.google.com\/maps\/d\/u\/0\/<\/span><\/a><\/p>\n<p><a href=\"https:\/\/concord.org\/stem-resources\/subject\/mathematics\"><span style=\"font-weight: 400;\">https:\/\/concord.org\/stem-resources\/subject\/mathematics<\/span><\/a><\/p>\n<p><a href=\"https:\/\/datastudio.google.com\/u\/0\/\"><span style=\"font-weight: 400;\">https:\/\/datastudio.google.com\/u\/0\/<\/span><\/a><\/p>\n<p><a href=\"https:\/\/www.google.com\/publicdata\/directory\"><span style=\"font-weight: 400;\">https:\/\/www.google.com\/publicdata\/directory<\/span><\/a><\/p>\n<p><a href=\"http:\/\/opendata.arcgis.com\/\"><span style=\"font-weight: 400;\">http:\/\/opendata.arcgis.com\/<\/span><\/a><\/p>\n<p><a href=\"https:\/\/books.google.com\/ngrams\"><span style=\"font-weight: 400;\">https:\/\/books.google.com\/ngrams<\/span><\/a><\/p>\n<p><a href=\"https:\/\/www.tableau.com\/academic\"><span style=\"font-weight: 400;\">https:\/\/www.tableau.com\/academic<\/span><\/a><\/p>\n<p><a href=\"https:\/\/developers.google.com\/chart\/\"><span style=\"font-weight: 400;\">https:\/\/developers.google.com\/chart\/<\/span><\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Data sources:<\/strong><\/p>\n<p>Find all kinds of data sources in this government clearinghouse:<\/p>\n<p><a href=\"https:\/\/www.data.gov\">https:\/\/www.data.gov<\/a><\/p>\n<p><a href=\"https:\/\/catalog.gpo.gov\/F?RN=530650656\" rel=\"nofollow\">https:\/\/catalog.gpo.gov\/F?RN=530650656<\/a><\/p>\n<p><a href=\"https:\/\/www.sascurriculumpathways.com\/portal\/#\/info\/6?id=3001\" rel=\"nofollow\">https:\/\/www.sascurriculumpathways.com\/portal\/#\/info\/6?id=3001<\/a><\/p>\n<p><a href=\"https:\/\/www.census.gov\/data.html\" rel=\"nofollow\">https:\/\/www.census.gov\/data.html<\/a><\/p>\n<p><a href=\"http:\/\/data.un.org\/\" rel=\"nofollow\">http:\/\/data.un.org\/<\/a><\/p>\n<p><a href=\"https:\/\/data.noaa.gov\/dataset\" rel=\"nofollow\">https:\/\/data.noaa.gov\/dataset<\/a><\/p>\n<p><span style=\"color: #2d3b45; font-family: Verdana, Arial, Helvetica, sans-serif;\"><a href=\"http:\/\/lib.stat.cmu.edu\/DASL\/\" rel=\"nofollow\">http:\/\/lib.stat.cmu.edu\/DASL\/<\/a><\/span><\/p>\n<p><span style=\"color: #2d3b45; font-family: Verdana, Arial, Helvetica, sans-serif;\"><a href=\"http:\/\/www2.stetson.edu\/~jrasp\/data.htm\" rel=\"nofollow\">http:\/\/www2.stetson.edu\/~jrasp\/data.htm<\/a><\/span><\/p>\n<p><a href=\"http:\/\/vincentarelbundock.github.io\/Rdatasets\/datasets.html\" rel=\"nofollow\">http:\/\/vincentarelbundock.github.io\/Rdatasets\/datasets.html<\/a><\/p>\n<p><a href=\"http:\/\/mathforum.org\/workshops\/sum96\/data.collections\/datalibrary\/data.set6.html\" rel=\"nofollow\">http:\/\/mathforum.org\/workshops\/sum96\/data.collections\/datalibrary\/data.set6.html<\/a><\/p>\n<p><a href=\"http:\/\/www.gapminder.org\/data\/\" rel=\"nofollow\">http:\/\/www.gapminder.org\/data\/<\/a><\/p>\n<p><a href=\"https:\/\/www.google.com\/publicdata\/directory\">https:\/\/www.google.com\/publicdata\/directory<\/a><\/p>\n<p><a href=\"http:\/\/fathom.concord.org\/resources\/more-data\/\" rel=\"nofollow\">http:\/\/fathom.concord.org\/resources\/more-data\/<\/a><\/p>\n<h1><span style=\"font-weight: 400;\">Design thinking <\/span><\/h1>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Think like a designer. Design thinking focuses more on understanding problems and developing creative solutions for people than on implementing generic solutions. Uses empathy in the process.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Design thinking goes through phases of collecting feedback and data, using the data to identify the problems to be solved, developing prototypes, and testing solutions. Feedback from key stakeholders should be used often.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Phases of the design process are iterative and cyclical \u2014 revision after feedback is critical. In design thinking, failure isn&#8217;t an end, it&#8217;s an opportunity to refine and create something better. Rapid prototyping gives feedback for design.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Design thinking focuses on divergent thinking \u2014 generating and exploring as many ideas as possible before narrowing down to a solution. Even the infeasible should be listed (Throwing things against the wall). Use SCAMPER (substitute, combine, adapt, modify, rePurpose, eliminate, reverse\/rearrange) when stumped look at Biomimicry &#8211; nature has solutions to all sorts of problems<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Point of View madlibs to focus on human-centered: <\/span><a href=\"https:\/\/dschool-old.stanford.edu\/groups\/k12\/wiki\/22e39\/POV_Madlibs.html\"><span style=\"font-weight: 400;\">https:\/\/dschool-old.stanford.edu\/groups\/k12\/wiki\/22e39\/POV_Madlibs.html<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">As a (persona), I want to (action), so that I can (reward). <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Replacing KWL with why, what, how<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Why &#8211; reason to care or purpose (what students believe)<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">What &#8211; elements to explore (problems or questions (dissatisfaction with evidence of their beliefs)<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">How &#8211; How we will explore or gather evidence. Leads to<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Question &#8211; scientific process<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Problem &#8211; engineering process<\/span><\/li>\n<li><a href=\"http:\/\/www.teachersfirst.com\/spectopics\/designthinking.cfm\">Design Thinking resources from TeachersFirst<\/a><\/li>\n<\/ul>\n<h1><span style=\"font-weight: 400;\">Computational thinking<\/span><\/h1>\n<p><span style=\"font-weight: 400;\">Computational thinking is expressing solutions so that humans and computers can understand them. A great way to visualize how to embed it in your classroom is to have the students think like the physicist, economist, artist, mathematician, etc. to identify the problems that need explored. This is not programming computers but logical ways for problem solving. It is a problem solving tool for every classroom that has students think like a problem solver and use higher level cognitive skills.<\/span><\/p>\n<div><\/div>\n<div><a href=\"https:\/\/www.youtube.com\/watch?v=AkzdvKhbWLQ\">https:\/\/www.youtube.com\/watch?v=AkzdvKhbWLQ<\/a><\/div>\n<div><a href=\"https:\/\/www.youtube.com\/watch?v=GJKzkVZcozchttp:\/\/\">https:\/\/www.youtube.com\/watch?v=GJKzkVZcozc<\/a><\/div>\n<div><a href=\"https:\/\/www.iste.org\/explore\/articleDetail?articleid=152&amp;category=Solutions&amp;article=Computational-thinking-for-all\">https:\/\/www.iste.org\/explore\/articleDetail?articleid=152&amp;category=Solutions&amp;article=Computational-thinking-for-all\u00a0<\/a><\/div>\n<p><strong>Goals<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">What is computational thinking?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Why is it important to think about?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">How might it different from what we do now?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">How can it enhance learning for students?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">What can happen in your classroom to implement computational thinking strategies?<\/span><\/li>\n<\/ul>\n<p><strong>What its not<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">It\u2019s not just more technical details for using software<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">It\u2019s not thinking like a computer<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">It\u2019s not programming (necessarily)<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">It doesn\u2019t always require a computer<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">It\u2019s not yet one more thing to add to your curriculum<\/span><\/li>\n<\/ul>\n<p><strong>Why is it important<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">It moves students beyond technology literacy<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">It creates problem solvers instead of software technicians<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">It emphasizes creating knowledge rather than using information<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">It presents endless possibilities for creatively solving problems<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">It enhances the problem-solving techniques you already teach<\/span><\/li>\n<\/ul>\n<p><strong>It fits with the ISTE NETS<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Teachers apply technology to develop students\u2019 higher order skills and creativity. (III)<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students use productivity tools to collaborate in constructing technology enhanced models, prepare publications, and produce other creative works. (4)<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students employ technology in the development of strategies for solving problems in the real world. (6)<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3><span style=\"font-size: medium;\">Promotes these attitudes<\/span><\/h3>\n<ul>\n<li>Confidence in dealing with complexity<\/li>\n<li>Persistence in working with difficult problems<\/li>\n<li>Tolerance for ambiguity<\/li>\n<li>The ability to deal with open ended problems<\/li>\n<li>The ability to communicate and work with others to achieve a common goal or solution<\/li>\n<\/ul>\n<p><strong>ISTE Standards for students<\/strong><\/p>\n<p>Standard 5: Computational Thinker: S<span style=\"color: #2d3b45; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: medium;\">tudents develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.<\/span><\/p>\n<div><span style=\"color: #2d3b45; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: medium;\">5a. Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models, and algorithmic thinking, in exploring and finding solutions.<\/span><\/div>\n<div><span style=\"color: #2d3b45; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: medium;\">5b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.<\/span><\/div>\n<div><span style=\"color: #2d3b45; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: medium;\">5c. Students break problems into component parts, extract key information and develop descriptive models to understand compex systems or facilitate problem solving.<\/span><\/div>\n<div><span style=\"color: #2d3b45; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: medium;\">5d. Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.<\/span><\/div>\n<div><\/div>\n<div><strong>Core Computational Thinking Skills<\/strong><\/div>\n<div>\n<ul>\n<li dir=\"ltr\">\n<p dir=\"ltr\"><strong>Decomposition<\/strong>:\u00a0Breaking down a problem into its component parts.<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\"><strong>Abstraction<\/strong>:\u00a0Removing extraneous\/irrelevant details from a problem to define the elements of a solution that are consistent.<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\"><strong>Pattern Recognition<\/strong>:\u00a0Looking for common elements among different cases of a problem to help us define the rules that we can use to solve it.<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\"><strong>Creating Algorithms<\/strong>:\u00a0The detailed, step-by-step rules we use to solve a problem in a consistent and replicable way.<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\"><strong>Evaluation<\/strong>:\u00a0Determining the effectiveness and efficiency of a solution and whether the solution accurately and precisely solves the problem.<\/p>\n<\/li>\n<\/ul>\n<h3><span style=\"color: #333333; font-family: verdana, sans-serif; font-size: medium;\">Approaches<\/span><\/h3>\n<div>\n<ul>\n<li><span style=\"color: #333333; font-family: Arial;\">Tinkering &#8211; experimenting and playing<\/span><\/li>\n<li><span style=\"color: #333333; font-family: Arial;\">Creating &#8211; designing and making<\/span><\/li>\n<li><span style=\"color: #333333; font-family: Arial;\">Debugging: finsing and fixing errors<\/span><\/li>\n<li><span style=\"color: #333333; font-family: Arial;\">Persevering: keeping going<\/span><\/li>\n<li><span style=\"color: #333333; font-family: Arial;\">Collaborating: working together<\/span><\/li>\n<\/ul>\n<\/div>\n<div><span style=\"color: #333333; font-family: Arial;\">\u00a0<\/span><\/div>\n<div><span style=\"color: #333333; font-family: Arial;\"><span style=\"font-size: medium;\">Great resources for computational thinking vocabulary:<\/span> <\/span><a href=\"http:\/\/www.educationcity.com\/uk\/sites\/default\/files\/Prog_Vocab_BW.pdf\" rel=\"nofollow\">http:\/\/www.educationcity.com\/uk\/sites\/default\/files\/Prog_Vocab_BW.pdf<\/a> and <a href=\"https:\/\/code.org\/curriculum\/docs\/k-5\/glossary\" rel=\"nofollow\">https:\/\/code.org\/curriculum\/docs\/k-5\/glossary<\/a><\/div>\n<div><\/div>\n<div><span style=\"font-size: medium;\">These thinking skills are what we already do in the classroom. You should expand on the use of critical thinking and problem solving. One great suggestion is to use the terminology often in the classroom. For example, instead of using the word steps or procedure, use the word ALGORITHM.<\/span><\/div>\n<div><\/div>\n<div>Resources:<\/div>\n<div><a href=\"https:\/\/edu.google.com\/resources\/programs\/exploring-computational-thinking\/index.html#!resources\" target=\"_blank\" rel=\"noopener\">Exploring computational thinking<\/a><\/div>\n<div><a href=\"https:\/\/www.google.com\/search?q=teacher+activities+site%3A+.gov&amp;rlz=1C1CHBF_enUS736US736&amp;oq=teacher+activities+site%3A+.gov&amp;aqs=chrome..69i57.9340j0j7&amp;sourceid=chrome&amp;ie=UTF-8\" target=\"_blank\" rel=\"noopener\">Use lesson plans using government resources and data sets to ask a question, get students to ask questions, or identify patterns\/problems<\/a><\/div>\n<div><a href=\"http:\/\/www.teachersfirst.com\/spectopics\/compthinking.cfm\">Computational Thinking skills resources from TeachersFirst<\/a><\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<h2><span style=\"color: #2d3b45; font-family: LatoWeb, 'Helvetica Neue', Helvetica, Arial, sans-serif;\">Coding<\/span><\/h2>\n<p>Background<\/p>\n<ul>\n<li><span style=\"font-size: small;\">It is a set of instructions or rules that computers understand. People write the code to imagine a process, the code runs the computers, and computers power the devices (anything that actually uses electricity runs on code).\u00a0<\/span><\/li>\n<li><span style=\"font-size: small;\">Reading sheet music and morse code is coding<\/span><\/li>\n<li><span style=\"font-size: small;\">Learning to code is like learning a language. At the most basic, the language resembles binary (series of 1\u2019s or 0\u2019s). Some computer languages are easier to work with.\u00a0<\/span><\/li>\n<li><span style=\"font-size: small;\">A program is a set of instructions written as a text file in a particular programming language.<\/span><\/li>\n<li><span style=\"font-size: small;\">coding vs. programming\u2026 Coding is the special set of instructions or\u00a0direct commands specifically written to make a program do something , programming is all aspects of having a computer do what you want. In other words, it is the coding, the internet, the interactions&#8230;the study of coding plus everything that goes with it<\/span><\/li>\n<li><span style=\"font-size: small;\">Two types of coding :Text based: Basic, Python, C, Javascript, Java, PHP or Visual- what you would use to introduce coding.programming<\/span><\/li>\n<li><span style=\"font-size: small;\">Easier to start with visual- you just focus on logic. \u00a0IN text based you also have to teach syntax<\/span><\/li>\n<li><span style=\"font-size: small;\">All beginning uses visual- start with concrete kinesthetic<\/span><\/li>\n<\/ul>\n<p>Why teach computer science:\u00a0<span style=\"font-size: medium;\">Coders are the architects and the engineers of the digital age.<\/span><\/p>\n<div>\n<ol>\n<li><span style=\"font-size: medium;\">Makes their thinking visible<\/span><\/li>\n<li><span style=\"font-size: medium;\">Learn basic logic<\/span><\/li>\n<li><span style=\"font-size: medium;\">Programming is communication and computational thinking- test, reflect, and adjust<\/span><\/li>\n<li><span style=\"font-size: medium;\">Kids become empowered in experience, and confidence and becomes part of learning &#8211; best in elementary<\/span><\/li>\n<li><span style=\"font-size: medium;\">Not limited to any field of study- integrated into all<\/span><\/li>\n<li><span style=\"font-size: medium;\">All can contribute&#8212;struggling readers, ESL can still collaborate- level playing field<\/span><\/li>\n<li><span style=\"font-size: medium;\">Empowers students to take action<\/span><\/li>\n<li><span style=\"font-size: medium;\">Not limited to technology class- every subject<\/span><\/li>\n<\/ol>\n<ul>\n<li dir=\"ltr\">\n<p dir=\"ltr\"><span style=\"font-size: medium;\">Known as the \u201cnew literacy\u201d and prepares kids for their world<\/span><\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\"><span style=\"font-size: medium;\">Collaboration- learn to listen and talk effectively, listen and rethink<\/span><\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\"><span style=\"font-size: medium;\">Creativity<\/span><\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\"><span style=\"font-size: medium;\">Persistence- failure provides an avenue for learning<\/span><\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\"><span style=\"font-size: medium;\">Prepares for more rigorous programming later<\/span><\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\"><span style=\"font-size: medium;\">\u201cBy year 2020 there will be one million more computer science \u00a0jobs than there are students- \u201cCode.org<\/span><\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\"><span style=\"font-size: medium;\">Currently Only 20% of software programmers are women<\/span><\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\"><span style=\"font-size: medium;\">2013 as the U.K. passed a plan to <a href=\"http:\/\/www.telegraph.co.uk\/technology\/news\/10410036\/Teaching-our-children-to-code-a-quiet-revolution.html\" rel=\"nofollow\">educate every child how to code<\/a>. In 2014, Barack Obama made history as <a href=\"https:\/\/www.cryptocoinsnews.com\/hour-of-code-president-obama-takes-on-computer-science\/\" rel=\"nofollow\">the first U.S. president to program a computer<\/a>. Yet critics claim that often only the more affluent schools offer computer science courses, thus denying minorities potential to learn the skills required by the <a href=\"http:\/\/www.mercurynews.com\/opinion\/ci_26510658\/computer-science-its-where-jobs-are-but-schools\" rel=\"nofollow\">1.4 million new jobs<\/a> that will be created during the next ten years. http:\/\/www.edutopia.org\/blog\/15-ways-teaching-students-coding-vicki-davis<\/span><\/p>\n<\/li>\n<\/ul>\n<div><span style=\"color: #000000; font-family: Arial;\">\u00a0<\/span><\/div>\n<div><strong>Where to Start<\/strong><\/div>\n<div>\n<ol>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Unplugged Activities<\/p>\n<\/li>\n<\/ol>\n<ul>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Kinesthetic Activities<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Begins concrete and uses familiar context for teaching logic and computational thinking. Focus on logic!<\/p>\n<\/li>\n<\/ul>\n<ol start=\"2\">\n<li dir=\"ltr\">\n<p dir=\"ltr\">Why teach unplugged activities<\/p>\n<\/li>\n<\/ol>\n<ul>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Puts all on equal playing ground<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Technology limited at school, home, internet problems, testing period- no computer use<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Understanding that these are thinking skills first and not all limited to computers<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Use coding vocabulary as often as you can to understand that these are thinking skills.<\/p>\n<\/li>\n<\/ul>\n<div><span style=\"color: #000000; font-family: Arial;\">\u00a0<\/span><\/div>\n<div><strong>Code.org<\/strong><\/div>\n<div>\n<div><span style=\"color: #000000; font-family: Arial;\"><a href=\"https:\/\/code.org\/\" target=\"_blank\" rel=\"nofollow noopener\">https:\/\/code.org\/<\/a><\/span><\/div>\n<p dir=\"ltr\">Different courses and includes professional development, Teacher sign up and class sign up, dashboard to monitor student work, other online courses, tutorial apps<\/p>\n<p dir=\"ltr\"><a href=\"https:\/\/studio.code.org\/s\/K5-OnlinePD\/stage\/10\/puzzle\/3\" target=\"_blank\" rel=\"nofollow noopener\">Preparing for a CodeStudio lesson<\/a><\/p>\n<p dir=\"ltr\">Student login: Older students use an email to register, younger students use a word or picture. Creates a special URL for each particular class<\/p>\n<p dir=\"ltr\">Various courses age groups:<\/p>\n<ul>\n<li dir=\"ltr\">Course 1 for early readers K and 1: learn mouse drag and drop, write programs that draw patterns, get angry bird move to pig, bring a bee to get nectar and get honey, spelling bee- write programs to move letters to spell words<\/li>\n<li dir=\"ltr\">Course 2 for grades 2-5: for students who can read and new to computer science, programs with same and new characters<\/li>\n<li dir=\"ltr\">Course 3 for grades 4-5: \u00a0Move on from course 2: write programs, bounce game<\/li>\n<li dir=\"ltr\">Open ended sections in all courses- use concepts learned and create an art, story, or game&#8230;etc<\/li>\n<li dir=\"ltr\">Middle 6-8<\/li>\n<li dir=\"ltr\">CS in Algebra- algebra and geometry to develop video games<\/li>\n<li dir=\"ltr\">CS in Science-complex scientific models through agent based programming<\/li>\n<li dir=\"ltr\">Exploring computer science<\/li>\n<li dir=\"ltr\">Computer science principles (future AP)<\/li>\n<li dir=\"ltr\">Hour of Code<\/li>\n<li dir=\"ltr\">Frozen<\/li>\n<li dir=\"ltr\">Infinity play lab<\/li>\n<li dir=\"ltr\">Flappy Code<\/li>\n<li dir=\"ltr\">Accelerated<\/li>\n<li dir=\"ltr\">10-18: Intro to computer science<\/li>\n<\/ul>\n<p dir=\"ltr\">Features:<\/p>\n<ul>\n<li dir=\"ltr\">Unplugged activities found in all courses<\/li>\n<li dir=\"ltr\">All take about 20 hours<\/li>\n<li dir=\"ltr\">Tracks progress<\/li>\n<li dir=\"ltr\">Free<\/li>\n<li dir=\"ltr\">Track class progress<\/li>\n<li dir=\"ltr\">Professionaldevelopment: <a href=\"https:\/\/code.org\/educate\/curriculum\/accelerated-course\" rel=\"nofollow\">https:\/\/code.org\/educate\/curriculum\/accelerated-course<\/a><\/li>\n<li dir=\"ltr\">Lesson plans which detailed instructions and videos to help teach<\/li>\n<li dir=\"ltr\">Professional development<\/li>\n<li dir=\"ltr\">Third Party resources: <a href=\"https:\/\/code.org\/teacher-dashboard#\/plan\" rel=\"nofollow\">https:\/\/code.org\/teacher-dashboard#\/plan<\/a><\/li>\n<li dir=\"ltr\">Hour of code by grade level<\/li>\n<\/ul>\n<div><\/div>\n<div><strong>Tynker<\/strong><\/div>\n<div>\n<p dir=\"ltr\"><a href=\"https:\/\/www.tynker.com\/\" rel=\"nofollow\">https:\/\/www.tynker.com\/<\/a><\/p>\n<p dir=\"ltr\">Build an animated character (even zombies) and then animate it. Students will learn to code by dropping blocks of commands into the correct sequence. You can even track students progress.<\/p>\n<ul>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Visual programming language designed to help kids learn programming as they solve puzzles and build interactive apps and games<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\">It\u2019s Scratch, but organized into a \u201cpackage\u201d<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Only six free lessons, but freemium options available.<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\">200+ puzzles<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Build games, stories, and interactive animations<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Web and mobile access to all projects with sync<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Work offline without Internet access<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Create classrooms (student accounts)<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Create and publish a class showcase with best student projects<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Monitor student progress<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Tutorial that walks you through using the app: Codey\u2019s Quest<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Integrates with school subjects<\/p>\n<\/li>\n<li dir=\"ltr\">\n<p dir=\"ltr\">Tynker lesson plans\/curriculum: <a href=\"https:\/\/www.tynker.com\/school\/courses\/\" rel=\"nofollow\">https:\/\/www.tynker.com\/school\/courses\/<\/a><\/p>\n<\/li>\n<\/ul>\n<div><\/div>\n<h3><a name=\"TOC-Google-CS-First\"><\/a><a href=\"https:\/\/www.cs-first.com\/create\" target=\"_blank\" rel=\"noopener\">Google CS First<\/a><\/h3>\n<h3><a name=\"TOC-Codecombat\"><\/a><a href=\"https:\/\/codecombat.com\/\" target=\"_blank\" rel=\"nofollow noopener\">Codecombat<\/a><\/h3>\n<h3><a name=\"TOC-Codewarriors\"><\/a><a href=\"http:\/\/www.codewarriorsgame.com\/kai-web-kai\/login\" target=\"_blank\" rel=\"nofollow noopener\">Codewarriors<\/a><\/h3>\n<h3><a name=\"TOC-Crunchzilla\"><\/a><a href=\"http:\/\/www.crunchzilla.com\/\" target=\"_blank\" rel=\"nofollow noopener\">Crunchzilla<\/a><\/h3>\n<h3><a name=\"TOC-Gamestar-Mechanic\"><\/a><a href=\"https:\/\/gamestarmechanic.com\/\" target=\"_blank\" rel=\"nofollow noopener\">Gamestar Mechanic<\/a><\/h3>\n<h3><a name=\"TOC-Scratch\"><\/a><a href=\"https:\/\/scratch.mit.edu\/\" target=\"_blank\" rel=\"nofollow noopener\">Scratch<\/a><\/h3>\n<h3><a name=\"TOC-Tinkercad\"><\/a><a href=\"https:\/\/www.tinkercad.com\/\" target=\"_blank\" rel=\"nofollow noopener\">Tinkercad<\/a><\/h3>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<h1><span style=\"font-weight: 400;\">Research<\/span><\/h1>\n<p><a href=\"http:\/\/hechingerreport.org\/how-one-school-district-works-computational-thinking-into-every-grade-and-class\/\"><span style=\"font-weight: 400;\">http:\/\/hechingerreport.org\/how-one-school-district-works-computational-thinking-into-every-grade-and-class\/<\/span><\/a><\/p>\n<p><a href=\"https:\/\/pdfs.semanticscholar.org\/e4f3\/c24924c5a707a196b2015494c829c15618d1.pdf\"><span style=\"font-weight: 400;\">https:\/\/pdfs.semanticscholar.org\/e4f3\/c24924c5a707a196b2015494c829c15618d1.pdf<\/span><\/a><\/p>\n<p><a href=\"https:\/\/www.cs.cmu.edu\/~CompThink\/resources\/ct_pat_phillips.ppt\"><span style=\"font-weight: 400;\">https:\/\/www.cs.cmu.edu\/~CompThink\/resources\/ct_pat_phillips.ppt<\/span><\/a><\/p>\n<p><a href=\"https:\/\/code.org\/curriculum\/course3\/1\/Teacher\"><span style=\"font-weight: 400;\">https:\/\/code.org\/curriculum\/course3\/1\/Teacher<\/span><\/a><\/p>\n<p><a href=\"http:\/\/www.tynker.com\/blog\/articles\/ideas-and-tips\/programming-projects-for-kids\/tynker-physics-engine-1\/\"><span style=\"font-weight: 400;\">http:\/\/www.tynker.com\/blog\/articles\/ideas-and-tips\/programming-projects-for-kids\/tynker-physics-engine-1\/<\/span><\/a><\/p>\n<p><a href=\"http:\/\/www.cs4fn.org\/computationalthinking\/\"><span style=\"font-weight: 400;\">http:\/\/www.cs4fn.org\/computationalthinking\/<\/span><\/a><\/p>\n<p><a href=\"http:\/\/www.educationdive.com\/news\/power-of-computer-science-push-in-computational-thinking-not-coding\/426459\/\"><span style=\"font-weight: 400;\">http:\/\/www.educationdive.com\/news\/power-of-computer-science-push-in-computational-thinking-not-coding\/426459\/<\/span><\/a><\/p>\n<p><a href=\"https:\/\/en.wikipedia.org\/wiki\/Computational_thinking\"><span style=\"font-weight: 400;\">https:\/\/en.wikipedia.org\/wiki\/Computational_thinking<\/span><\/a><\/p>\n<p><a href=\"http:\/\/www.tynker.com\/blog\/articles\/ideas-and-tips\/programming-projects-for-kids\/tynker-physics-engine-1\/\"><span style=\"font-weight: 400;\">http:\/\/www.tynker.com\/blog\/articles\/ideas-and-tips\/programming-projects-for-kids\/tynker-physics-engine-1\/<\/span><\/a><\/p>\n<p><a href=\"https:\/\/www.iste.org\/docs\/learning-and-leading-docs\/march-2011-computational-thinking-ll386.pdf\">https:\/\/www.iste.org\/docs\/learning-and-leading-docs\/march-2011-computational-thinking-ll386.pdf<\/a><\/p>\n<p><a href=\"https:\/\/proftomcrick.com\/2012\/10\/12\/programming-is-the-start-not-the-end-lets-develop-computational-thinking-and-problem-solving-skills\/\">https:\/\/proftomcrick.com\/2012\/10\/12\/programming-is-the-start-not-the-end-lets-develop-computational-thinking-and-problem-solving-skills\/<\/a><\/p>\n<p><a href=\"https:\/\/www.google.com\/edu\/resources\/programs\/exploring-computational-thinking\/\">https:\/\/www.google.com\/edu\/resources\/programs\/exploring-computational-thinking\/<\/a><\/p>\n<p><a href=\"http:\/\/www.bcs.org\/content\/ConWebDoc\/55416http:\/\/ccl.northwestern.edu\/2014\/CT-STEM_AERA_2014.pdf\">http:\/\/www.bcs.org\/content\/ConWebDoc\/55416http:\/\/ccl.northwestern.edu\/2014\/CT-STEM_AERA_2014.pdf<\/a><\/p>\n<p><a href=\"https:\/\/computationalthinkingcourse.withgoogle.com\/unit\">https:\/\/computationalthinkingcourse.withgoogle.com\/unit<\/a><\/p>\n<p><a href=\"http:\/\/csunplugged.org\">http:\/\/csunplugged.org<\/a><\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=EV9EJVo4zOg&amp;list=PL436B2B1C9E3E35FF&amp;index=1\">https:\/\/www.youtube.com\/watch?v=EV9EJVo4zOg&amp;list=PL436B2B1C9E3E35FF&amp;index=1<\/a><\/p>\n<p><a href=\"https:\/\/www.k12blueprint.com\/ComputationalThinking\">https:\/\/www.k12blueprint.com\/ComputationalThinking<\/a><\/p>\n<p><a href=\"https:\/\/www.edweb.net\/code\">https:\/\/www.edweb.net\/code<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Session information The current trend is to focus on STEM and Coding. However, focusing on Digital Age Problem Solving in all content areas instead requires students to think critically, systematically, and logically and become digital problem solvers. Learn about Design Thinking, Data Literacy, and Computational Thinking and find ways to use in any classroom with &hellip; <a href=\"https:\/\/teachersfirst.org\/conferences\/events\/petec-2018\/lets-get-digital-problem-solving-that-is\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Let\u2019s get digital: problem solving that is!<\/span><\/a><\/p>\n","protected":false},"author":6,"featured_media":0,"parent":4025,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/full-width-page.php","meta":{"footnotes":""},"class_list":["post-4032","page","type-page","status-publish","hentry","user-has-not-earned"],"_links":{"self":[{"href":"https:\/\/teachersfirst.org\/conferences\/wp-json\/wp\/v2\/pages\/4032","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/teachersfirst.org\/conferences\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/teachersfirst.org\/conferences\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/teachersfirst.org\/conferences\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/teachersfirst.org\/conferences\/wp-json\/wp\/v2\/comments?post=4032"}],"version-history":[{"count":11,"href":"https:\/\/teachersfirst.org\/conferences\/wp-json\/wp\/v2\/pages\/4032\/revisions"}],"predecessor-version":[{"id":4124,"href":"https:\/\/teachersfirst.org\/conferences\/wp-json\/wp\/v2\/pages\/4032\/revisions\/4124"}],"up":[{"embeddable":true,"href":"https:\/\/teachersfirst.org\/conferences\/wp-json\/wp\/v2\/pages\/4025"}],"wp:attachment":[{"href":"https:\/\/teachersfirst.org\/conferences\/wp-json\/wp\/v2\/media?parent=4032"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}