V. M. Dhivya
In computer programming, control structures are used to make decisions and alter the direction of program flow in the paths that are available. This article explains the concepts through some card games.
How can computational thinking be taught in the classroom? It is every teacher’s concern that she must try and fit in this within the available time frame. The best way is to create opportunities for the students by integrating it into the curriculum. Here are a couple of activities that teachers can try out with their students.
It is essential that subjects that are taught in schools have an impact on the everyday lives of the students. Students should be able to observe, interact with and impact their environment from what they are learning from textbooks and computers. Analytical thinking needs to be inculcated in the minds of the students irrespective of the subjects being taught. This way they would not need to memorise to arrive at an answer and they will learn to think logically. Analytical thinking and logic are skills that can be applied not only to mathematics or programming but to any subject. Being observant, consistent, getting results, actually having students interact with all that they are being taught, are very important aspects for the students to learn.
How can one learn to program and create live applications from the Internet? Are there open source projects available that any reasonably intelligent student can use and contribute to a project of his choice? Here are some resources listed in this article that any teacher can try out —free learning material and free development tools to create a real world application.
Computational thinking is a powerful way to solve problems and this is centered around algorithms. Magic, games and puzzles are fun ways to explore the concepts of computational thinking and to develop the mental toolkit and skills. Here are some magic games and puzzles .
Rajaram S Sharma
Information and Communication Technologies (ICT) and its success has taken everyone by storm and may have helped in the growth of some individuals , but the fruits have not been accessible to all. Barriers to penetration, lack of bandwidth and cost of the devices have denied access to many. The author argues here how equitable access can be achieved and how people can work towards enabling it.
Amit Dhakulkar and Rafikh Shaikh
In this era, a computer in the hands of every child is equivalent to a notebook or slate. The notebook or the slate can be replaced and enhanced by a computer. The learning that ensues makes a difference not only in degree, but in kind. The authors of this article argue that just like a slate or a notebook, a computer in this age is no different
Computer education has been part of the school curriculum for some time now but the focus has only been on teaching computer applications in an instrumental manner and not on developing computational thinking. With the technological revolution beginning to be more visible, it is time teachers also find the resources and the opportunities to develop their computational thinking capabilities.
Move, shift, rediscover, reshape—- these are the words that every teacher needs to adopt in this age of technology. The learning teacher is a new species whose metamorphosis is overdue. The learning teacher needs to embrace the same cycle that he / she would like for the young in his / her care. A consistent review and reflection of the process needs to be done by every teacher.
Computer- aided technology is now increasingly being used in many schools to improve the teaching – learning process and to connect the school curriculum to a child’s lived experience. Yet, the question remains, is the potential of technology being fully tapped? This article is based on an ongoing research work on the use of ICT in schools in Kolkata and provides some interesting findings on the recent trends and dominant features in the use of ICT in school education.