STEAM and Computational Thinking

 Overview

STEAM, which focuses on using science, technology, engineering, art, and mathematics to complete a task, has been widely integrated into elementary classrooms. However, computational thinking (CT), which seeks to teach students how to think critically and problem-solve, is often overlooked or confused. CT pairs well with STEAM because it enhances STEAM lessons by centring lessons around a problem, not an idea. Students use CT to break down these big problems into smaller pieces, gather information, create a sequence or algorithm, and examine the impact of technology on daily life (Herro et al. 158). This pairing allows teachers to create cross-curricular learning opportunities where students can use a variety of competencies and methods to identify and solve a problem, create a design plan, and implement their idea.

Bringing It to the Library

I plan to introduce CT and STEAM into the library through storytime STEAM challenges. Books like Not a Box by Antoinette Portis can challenge students’ initial perspective of everyday objects, challenging them to think outside the box (see what I did there?), while Andrea Beaty’s Questioneers series highlights STEAM related careers and champions qualities like creativity and ingenuity. In fact, I challenge you to find a book that could not anchor a STEAM/CT lesson.

I also find inspiration for STEAM/CT lessons from the BC Curriculum. I can support classroom teachers by creating STEAM / CT lessons based on what students were learning in class. For example, grade 5 students who are learning about simple machines could research and create pinball machines to learn about simple machines.

Core Competencies

STEAM and CT teach students about collaboration. Studies have shown that students who are learning both CT are, “…highly engaged socially, emotionally and behaviorally in learning CT concepts” (159). Critical thinking is another essential part of STEAM that teach students to analyze and investigate items to identify a problem, before generating ideas to create a solution.

 

Works Cited

Herro, Danielle, et al. “Instructional Practices Promoting Computational Thinking in STEAM Elementary Classrooms.” Journal of Digital Learning in Teacher Education, vol. 38, no. 4, Sept. 2022, pp. 158–172, doi:10.1080/21532974.2022.2087125.

Comments

Post a Comment

Popular posts from this blog

Audio Editing

Podcast: Unplugged Computational Thinking Reflection: Way back when, in about 2008, I earned my diploma in graphic design and development. One of the programs I used was Audacity. Visually, it has not changed a bit and I was disappointed by its lack of intuition. I figured out how to edit my video and removed quite a few 'so's and 'um's, as well as some mistakes.  Finally, to get my podcast on my blog, I uploaded it to Google Drive. I couldn't easily post it to my blog, so I googled how to embed an audio file into Blogger and found this video explaining how to add it via an iFrame in code view. Don't let the code view part scare you, it was very simple and you could write it out in notepad before pasting it into the very top of the code view. I have a learning disability, so audio only is never my first choice. I found it difficult because there were no visual prompts and the running bar was incredibly distracting. I had to minimize Audacity's screen to s...
Read more

Updated Learning Commons Poster

Image
I updated my poster by adding my word to the top of the page, including a hawk representing our mascot. I also added images that reflect each category to make the poster more interesting and age-appropriate.  Works Cited “Applied Design, Skills, and Technologies K-9 – Big Ideas.” The Province of British Columbia, July 2019. “ISTE Standards: Students.”  ISTE , www.iste.org/standards/iste-standards-for-students. Accessed 3 June 2023. 
Read more

3D Printing

Image
 My school recently got its first 3D printer in the last month. I am in the process of learning how to use the printer and Tinkercad. There is definitely a learning curve but I have managed to make a few finished products. My first design is a button shaped like a flower. I really enjoy sewing and knitting, so I wanted to make something that I could wear. With this in mind, I plan to teach 3D printing to my students soon and this will be the theme of our challenge. Everyone must make something that is wearable, whether it is a button, ring, or even that key chain, it has to be wearable. I like this idea because it keeps the designs small so that hopefully they will print quickly. With the lessons coming up, I am a little worried about a few things. First is scaling. I tried to make a ring and it turned out bigger than expected. Figuring out the dimensions of a circle was more difficult than I expected. I also worry that Tinkercad might be a little too complex for grade 4/5 students...
Read more