Computational thinking (CT) is a process that empowers individuals to solve problems and design systems by using abstraction and decomposition (Wing, 2016). NESA (2017) explains that CT involves organising data by breaking it down into smaller parts (decomposition), illustrating data through abstraction and the automation of solution through algorithm design. This allows the problem to be logically analysed and solved resulting in a solution that can be effectively implemented.

CT is a fundamental characteristic of the Australian Curriculum: Digital Technologies. It can be fostered through the use of programming tools. The process allows students to solve problems and enable coding that encourages them to consider the steps involved to control the computer and solve the problem (Wong & Cheung, 2018). Ozobot is an example of a coding program that introduces students to programming and CT skills. It is a tangible robot that students can give commands to using OzoCodes, which are specific colour sequences that can be programmed with markers and paper.

Ozobot is an interesting robotic programming tool that enhances creativity and provides opportunities for students to develop the necessary skills such as problem solving, critical thinking and CT. For example, students can learn to problem solve when presented with a challenge such as solving math questions by helping Ozobot reach a destination in the most effective way (see picture below). This can help students to think critically as they consider the most effective solution (Hsu, Chang & Hung, 2018). Ozobot can also be used in storytelling with students creating their own stories by designing and testing solutions using OzoCodes. This process encourages students to consider about the designing system that is involved and whether it will solve a particular problem efficiently, which foster CT (Connor, Cutts & Robertson, 2017).

Ozobot is predominantly suitable for younger students without prior programming experience, since tools used such as markers and papers are already familiar to students. Ozobot is a visual coding program that allow students to learn programming in a meaningful way by teaching students how to think creatively, reason logically and work collaboratively. Furthermore, Ozobot can also programmed in a more advance way by programming it online with OzoBlockly where students use visual block structures to code in textual languages, making it suitable for older students also. Personally, I found the online strip coding on OzoBlockly difficult and will ensure that explicit instructions and scaffolding are used to help guide students through the process.

References

Connor, R., & Cutts, Q. & Robertson. J. (2017). Keeping the Machinery in Computing Education. Communications of the ACM 60.11, p. 26-28.

Hsu, T., Chang, S. & Hung. Y. (2018). How to Learn and How to Teach Computational Thinking: Suggestions Based on a Review of the Literature. Computers & Education 126, p. 296-310.

NESA (2017). Science and Technology K-6 Syllabus. Retrieved from http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies/science-and-technology-k-6-new-syllabus

Wing, J. (2006). Computational thinking. Communications of the ACM, 49(3), p. 33-35.

Wong, K. W & Cheung. H. (2018). Exploring Children’s Perceptions of Developing Twenty-first Century Skills through Computational Thinking and Programming.  Interactive Learning Environments, p. 1-13. Retrieved from https://www-tandfonline-com.simsrad.net.ocs.mq.edu.au/doi/pdf/10.1080/10494820.2018.1534245?needAccess=true