Hiding in Plain Sight — Finding Computational Thinking Opportunities in Children's Books
Participate and share : Poster
Sunday, November 29, 11:00 am–12:00 pm PST (Pacific Standard Time)
As educators of children ages 3 to 7, you know that great children’s books can create opportunities for learning beyond the stories they share. Discover powerful opportunities to introduce, practice and reinforce computational thinking that are hiding in plain sight in children’s books.
|Audience:||Coaches, Teachers, Library media specialists|
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||Chrome Browser suggested|
|Topic:||Computer science & computational thinking|
|Subject area:||Language arts, STEM/STEAM|
|ISTE Standards:||For Coaches:
Digital Age Learning Environments
|Additional detail:||ISTE author presentation|
|Influencer Disclosure:||This session includes a presenter that indicated a “material connection” to a brand that includes a personal, family or employment relationship, or a financial relationship. See individual speaker menu for disclosure information.|
The early learning classroom is a very busy place, be it full of little learners in the classroom or at a distance. Curriculum requirements have been pushed down and the pressure of time is intense. The mention of adding ONE MORE THING is too much… and rightfully so. This session will provide insight, strategies, methodologies and examples of the integration of Computational Thinking (CT) in the early learning classroom, specifically in the use of picture books and read-alouds as a place to incorporate CT with even the littlest learners.
Sequencing, patterns, problem solving, breaking down tasks into smaller steps, generalizing… all are important parts of CT. These are also important components of literacy. This relationship between picture books, story time and Computational Thinking will become easier to see as ideas, models and examples are shared and participants can participate in activities which model or mimic those we would do with little learners. Some ideas will be no-tech, while others could include using digital cameras, audio recordings (like Flipgrid), websites (like Padlet) or simple coding activities with robots (which can be adapted to most any kind of robot.)
The session will be a success if participants leave feeling more confident about integrating computational thinking into their classrooms or settings and if they implement an idea into their work in the future.
Bers, M. (2017) Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom. Routledge.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basicbooks.
Resnick, M., & Robinson, K. (2018). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. Cambridge, MA: The MIT Press.
“Coding as Literacy Teaching Programming as a Literacy of the 21st Century.” Coding as Literacy, DevTech Research Group, Tufts University, sites.tufts.edu/codingasliteracy/.