Earlier this year, the British Computer Society (BCS), the professional body for the IT industry, warned that the number of pupils studying for a computing qualification could halve by 2020 when really it should be doubling.
Dr Bill Mitchell, head of the BCS, said that this would be a “disaster for our children, and the future of the nation”. He added that it could be another five years before teachers felt confident enough to teach the subject successfully.
Nevertheless, over the past few years, more and more countries have recognised the importance of computing, coding and the associated skills that help children to prepare for the working world. Schools understand that computing should be taught to every child, in the same way as core subjects such as English, maths and science, and that the practical applications of coding have wide-ranging benefits.
But this realisation doesn’t mean that teachers will automatically be able to teach computational thinking in an inspiring and creative way. So how can they improve their knowledge?
Set clear goals
Regardless of the subject in question, engagement is key to guaranteeing student buy-in. Teachers need to set clear goals for what they’re teaching and demonstrate how it can be used in practice.
Children have a natural affinity for technology and seem to gravitate towards it. Teachers should build on this curiosity and make the subject as enjoyable as possible by setting tasks that allow pupils to seek solutions in a creative way. Not only will they be engaged, but they’ll also practise a number of soft skills including communication, problem-solving and teamwork.
A good lesson teaches pupils the theory behind code so they develop a sound understanding of its purpose; an outstanding lesson trains them to think like a computer and get hands-on in discovering exactly how coding works.
Bring computing to life
Many Science, Technology, Engineering and Maths (STEM) professionals have expressed concern that computing isn’t being taught in a way that properly prepares pupils for careers in the sector. One reason for this may be teachers’ lack of confidence in delivering a subject that was introduced only a few years ago. Often, educators feel they don’t have sufficient training in technology themselves, so how can they be in a position to teach pupils effectively?
As a result, many computing lessons consist of a room of screens displaying lines of code and very little indication of how creative the subject can actually be.
So, how can computing be made more interesting? Input from technology professionals and curriculum experts is a good starting point. Computing doesn’t just have to be lines of text on a screen; it has real-life applications, such as NASA programming its space rovers to explore planets or to sing happy birthday to themselves. While teaching the principles of coding in the abstract can be valuable, there is nothing more important for pupils than seeing those codes come to life.
Schools can invite professionals in to demonstrate how coding fits into their careers, or teachers can introduce practical elements into lessons with robotics. This allows pupils to see results more clearly, and understand the effects of the codes they write.
For example, you might challenge pupils to build and program a robot that avoids obstacles or is able to move without wheels. This can be a real “eureka” moment for pupils who may have initially found it harder to engage with the subject.
Focus on practical tasks
Pupils need to understand that the basic concept behind computational thinking is that of giving and following instructions; computers work through a series of commands that are sent as signals to various parts of the hardware and subsequently perform a specific function.
The easiest way to demonstrate this is through physical representation, asking pupils to travel from point A to point B in the classroom, avoiding a series of obstacles. Get pupils to communicate with one another and listen to instructions such as “move eight steps forward and raise your arms”. These commands need to be specific and clear so the pupil moving can understand them, much like a code must be intelligible to the computer. If something isn’t quite right in the code, it’s known as a “bug” that prevents the function.
Exercises such as this will help pupils to understand the importance of trial and error. If things don’t quite go to plan the first time, they simply need to take a step back, rethink and try again. This teaches them resilience, a skill that will prove invaluable regardless of the career path they choose in later life.
Don’t get too complex too fast
Coding can become incredibly in-depth and complex, so it’s important to start off simply to ensure that pupils don’t write it off before giving it a chance. Using a language with images and pre-existing functions to begin with allows pupils to put codes together in a simple drag-and-drop format before they attempt to write their own text-based algorithms.
It’s also a great way to teach terminology. Many coding languages will have similar commands for the same actions, and using visual aids will help pupils to build a bank of transferable terms that they can use in any situation.
The UK is currently facing a skills gap crisis and is desperate in need of fresh talent; as teachers we need to nurture these skills in our pupils from a young age, to encourage them to consider the potential rewards that coding-related careers provide.
Increasingly, technology is playing a huge role in our daily lives. Although pupils are becoming ever more proficient in its use, allowing them to see a different and deeper side to how it works means that their knowledge and skill-set will grow even faster, helping them to shape their future careers in whichever sector they choose.
This article was written by the LEGO® Education team. LEGO® Education provides access to practical and engaging learning solutions to help pupils succeed in computing and STEM lessons. For free downloadable curriculum content and support, visitwww.LEGOeducation.co.uk
