Ngā Matapakinga | Discussion

That sounds very timely and relevant Julie and closely aligned to what I've been viewing in the pīkau too .

Finding  quicker, logical ways to work out problems is a great way to teach students about sorting algorithms (in a Computer Science sense), where there’s a need for computers to process and find the right answers quickly too. None of us have the time or are used to sitting and waiting for a computer to process stuff for too long (100ths of a millisecond) For example, Programmers need to know when they’re dealing with this kind of problem, and choose algorithms that will produce a result in a reasonable amount of time. (Pīkau 17: CTDT PO4-6: Comparing Algorithms).

In this video, we see Tim and Joanne use two different searching algorithms (sequential search and binary search) to solve the same problem, and then analyse the results with an interesting conclusion. I found all of the videos and content in Pīkau 17: CTDT PO4-6: Comparing Algorithms do well to explain the ‘need for speed’

I've found the Pīkau very easy to view and incredibly informative. Wondering how everyone else is finding this content too?

@Joanne.Roberts1

Rāwhiti School has continued to respond in innovative ways to implementing digital technologies across their school. Here's an interview with Elizabeth (leader of CIT release, library and e-learning/DTs) talking about their journey at Rāwhiti School so far and sharing some authentic examples of DT in practice.

Anything look familiar? Or is there something new to view? We'd love to hear from you.  Meri Kirihimete tatou.

Thank you Jess Bond for sharing this story.

Technology Online has hosted another great presentation, where primary teacher and STEM specialist Sarah Washbrooke shares how she makes connections locally across her community to find authentic ways to integrate both Computational Thinking and Designing and Developing Digital Outcomes. Well worth viewing and sharing.

Download the slides: Local curriculum projects and digital technologies (PDF, 3 MB) Taken from Technology Online

Kia ora @Deborah.Newman1, thanks for sharing your current reality. I think you'll find you're not alone in this scenario. 

My 11yr son has programmed some simple games in Scratch and would tell you he has used Scratch 'heaps' (he hasn't). What he also probably couldn't tell you is, his understanding of what coding concepts are or what programming is - in terms of the six elements of programming:

1. Sequence
2. Input
3. Output
4. Selection/ IF statements
5. Iteration/Loops
6. Storage/Variables

Taken from Pīkau 07: CTDT: What is programming?

What we need our students to do, is develop a programming mindset that can be transferred into other text-based programming languages (in addition to Python). What we can do as teachers, is to make the language and meaning of the fundamental concepts and processes of Computational Thinking more overt (logic, algorithms, decomposition, patterns, abstraction, testing, debugging), as well as make correlations to six elements of programming above. These can then be transferred across to any programming language.

I’m also thinking, if students show an understanding for what the blocks do in Scratch (control blocks, motion blocks operators, variables etc) then they might be more able to see the patterns/instructions required text-base coding might help too. Like this example illustrated in Pīkau 07: CTDT: What is programming?

Scratch is a layered programme, we really can go as shallow or deep as our own knowledge allows. The wonderful thing about it, is the potential for students to code together to make something more complex. Mr Google has some resources to help teach segways from block coding in Scratch to Python. 

Also wondering if you Deborah (or anyone else) has dabbled with Gamefroot (NZ web based platform) that helps transition from Scratch blocks to blocks in Gamefroot? Love to hear more about how teachers are transitioning students from block coding to text-based coding language.

Thanks Debbie, this will be very useful. 

Nicki