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Some great learning happening in Module 1 with some really nice Learning Diaries taking shape.  Let’s continue this work in Module 2.

 

In Module 2 we explore some interesting approaches & strategies how to teach computing and highlight some important issues along the way. For example we explore how you can teach computing without using computers.

 

It might be strange to consider teaching computing without using computers but it is probably one of the most powerful ways to approach the subject. Not only does it highlight to the students that computing isn't all about computers but more about complex problem solving, it also engages a range of different learners and especially those who might be less engaged when sitting in front of a computer. Furthermore, it is a method that highlights how the subject can be effectively taught without a lot of expensive equipment. For all of you who are lacking equipment in the classroom, make sure to check it out.

 

We also raise the issue of engaging girls when we teach computing. It will be no surprise to many of you that girls in most countries only make up a small percentage of students taking up computing related subjects at high school and university (in contrast to the majority of women on this course). One of the main reasons for this is due to the views young girls have of computing and that is why it is essential to deal with this problem already at primary school where these conceptions are first developed. 

 

We will also be having our first live webinar on the course. Christian Borowski, a German primary school teacher and research assistant at the University of Oldenburg who runs his own blog on informatics at primary school will tell us about a research project in which he was involved. In the project they collected more than 2600 questions students wanted to have answered about computing related topics. This should help us in identifying what areas to focus on in our teaching and how to link computing with other subjects. The webinar will take place this Wednesday, 29th April at 18:30h Brussels time.

 

Enjoy browsing through the module and engaging in the discussions. See you in Module 3.

It might be strange to consider teaching computing without using computers but it is probably one of the most powerful methods to approach the subject. Not only does it highlight to the students that computing isn't all about computers but more about complex problem solving, it also engages a range of different learners and especially those who might be less engaged when sitting in front of a computer. Furthermore, it is a method that highlights how the subject can be effectively taught without a lot of expensive equipment. 

So if you haven't yet heard about this approach to the subject then make sure to explore the website of the Computer Science Unplugged team. This is a team of researchers and teachers from New Zealand who have developed a large range of resources for activities without computers which are especially useful at primary school level and have even been translated into many different languages. There's a whole book with activities and many different videos illustrating how the activities work. Below you will find the English version of the book to browser and we have selected a small number of videos on the topic to give you a sense of how this works. Also make sure to check if the CS Unplugged Book is available in your language.

After looking at the materials here, also check out their Computer Science Field Guide. While this is more useful at secondary level there are still some interesting ideas and resources here that you might be able to reuse.

In the previous section we looked at how to teach computing without computers but of course there comes a point where students will have to sit in front of a computer. In this section we therefore look at a method to make the work on the computer more effective and in particular to develop the kind of collaborative skills that students require and that were highlighted by the teachers in Module 1. This is the idea of Pair Programming. It is important to implement this method early on in your classes so that the students immediately get into a rhythm of discussing their work and clearly understand that good programming is as much about good communication as it is about understanding code.

So take a look at the video below to see what Pair Programming is all about. Then share with us in the Padlet what other methods you have used or could use to develop collaboration when working on computing related topics. How can we illustrate our students the importance of good communication when programming computers? Share any ideas here.

It will be no surprise to most of us that girls in many countries only make up a small percentage of students taking up computing related subjects at high school and university (in contrast to the dominance of women on this course). The first video below gives a brief indication of the problem (although US focused) and outlines some of the reasons why this is the case. It is essential to deal with this problem already at primary school where the conceptions identified in the video are first developed. This is why we think it is important to look at how to teach computing to ensure more engagement from girls. 

The second video below highlights two views on this. Do you agree with them? What do you think are good strategies to engage girls in computing topics? How do you address this challenge in your classroom. Share your ideas and reflections in the Padlet below (and your Learning Diary).

It is essential that we do not look at computing in an isolated way, something we have already picked up in other sections in the first two modules, but rather with a broader perspective highlighting the relevancy to students' every day lives. 

While school subjects are often less accentuated at primary level, many of us still think in "boxes" of academic subjects such as maths, history, art, geography or computing. But it is important to break out of such thinking and explore the links between subjects when working with our students. And this is especially relevant when it comes to computing, given its relevancy to so many other fields and in everything we do in our personal and professional lives.

We should therefore think a bit about how we can make explicit links between subjects such as Sports and Computing, English and Computing or Arts and Computing. For example, could you do an Arts project drawing characters for a computer game, a Computing project visualising a poem, or a Computing project focusing on taking time for a sports competiton?

The video below highlights some further ways how to link Computing to other subjects. While examples provided apply more to a secondary school context they can nevertheless be applied with some modifications at primary level. 

How else can we link computing with other subjects? What classroom projects have you done that make use of computing related skills? Share your ideas about linking computing to other subjects in the Padlet below.

This module's activitiy focuses again on adding to your Learning Diary. Add to your diaries the answers to the key questions answered during the module. You can simply copy and paste your answers from the Padlets in the previous sections. As a reminder, here are the key questions from the module:

1. What other methods can you think of to develop collaborative skills when teaching computing? OR How can we show our students that good communication is a key part of being a good programmer?
2. What are good strategies to engage more girls in computing topics? Do you agree with the speakers in the video in section 2.3
3. How can we make links between computing and other subjects? 

 

And of course don't forget to add any other resources and ideas you have come across to your Learning Diary. If you haven't done so yet, you can post your diary in the Tricider below (don't do it again if you have already done it in Module 1).