1. Challenge to Promote Deep Understanding in ICT
Valentina Dagienė
Vilnius University, Lithuania

2. Informatics (CS) versus ICT
Informatics (Computer Science) is concerned with designing and creating informatics ‘products’ and ‘tools’, such as: algorithms, programs, application software, systems, methods, theorems, computers, …
ICT – applications of CS (computing) – concentrates on how to use and apply informatics and other information technology tools in working with information; can be also creative

3. Short glance at Informatics at School

4. Informatics education – shifts in approach
60’–90’: algorithmic thinking: creating programs, algorithmics, programming – there was no ICT
90’ – ICT era: step back: basic computer literacy – the capability to use today’s technology
beginning of 2000: fluency with ICT – the capability to use new technology as it evolves
2006, J. Wing: computational thinking – competencies built on the power and limits of computing: 3R (Reading + wRiting + aRithmetic) + Computational Thinking

5. UK: harmful ICT replaced by CS – 2012
September2014:
Computing at School
On all stages of K-12

6. Computational Thinking
Originally used by Seymour Papert, MIT, in Mindstorms: Children, computers, and powerful ideas, Basic Books Inc. 1980
Popularized by Jeanette M. Wing (2006) Computational Thinking. Communications of the ACM, 49(3), 33-35

7. Computational Thinking (CT)
„an universally applicable attitude and skill set everyone, not just computer scientist, would be eager to learn and use”
J. M. Wing. Computational thinking.
Communications of the ACM, 49(3),
p , 2006.

8. Computational Thinking
"Computational Thinking is the thought processes involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent.“
J. Cuny, L. Snyder, and J. M. Wing.
Demystifying Computational Thinking for Non-Computer Scientists, 2010
Jeanette M. Wing
Carnegie Mellon University

9. Starting from practical examples identify the terms:
abstraction,
automation,
analysis
understand how young pupils can deal with novel problems.
use/modify/create progression for the engagement with complex CS environments

10. Operational definition by ISTE for CT as a problem-solving process with the following characteristics
Formulating problems in a way that enables us to use a computer and other tools to help solve them
Logically organizing and analyzing data
Representing data through abstractions such as models and simulations
Automating solutions through algorithmic thinking (a series of ordered steps)
Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources
Generalizing and transferring this problem solving process to a wide variety of problems
ISTE Computational thinking for all

11. CT Concept, Capability
Informatics
Data collection
Find a data source for a problem area
Data analysis
Write a program to do basic statistical calculations on a set of data
Data representation
Use data structures such as array, linked list, stack, queue, graph, hash table
Problem decomposition
Define objects and methods; define main and functions
Abstraction
Use procedures to encapsulate a set of often repeated commands that perform a function; use conditionals, loops, recursion,
Algorithms & procedures
Study classic algorithms; implement an algorithm for a problem area
Automation
Run programs
Parallelization
Threading, pipelining, dividing up data or task in such a way to be processed in parallel
Simulation
Algorithm animation, parameter sweeping

12. Lee et al. Computational thinking for youth in practice,
ACM Inroads, 2:1, March 2011, pp ,

14. European Schoolnet Study
COMPUTING OUR FUTURE Computer programming and coding
Priorities, school curricula and initiatives across Europe
Report from 21 European countries
European Schoolnet, October 2015

16. Coding skills – why?
Many educators, as well as parents, economists and politicians in Europe and worldwide are starting to think that students need some computing and coding skills.
By 2020, Europe may experience a shortage of more than 800,000 professionals skilled in computing / informatics.
Coding skills help to understand today’s digitalised society and foster 21st century skills like problem solving, creativity and logical thinking.
Computational thinking is typically associated with coding and computer programming, but is more than that, involving “solving problems, designing systems, and understanding human behaviour”

17. Terms used for coding
Programming and computing are the most common terms used by countries.
Coding and computer programming are also used.
Some countries additionally use the terms algorithmic applications, algorithmic problem solving or algorithm design and data models, or algorithmic and robotics .
Ireland and France exclusively refer to coding.
Computational thinking is referred to by Belgium (Flanders), Czechia, Ireland, Malta, Netherlands, and Poland.

18. Distinction between ICT & technology, and CS

19. From the study
Developing students’ digital competence is a priority for almost all countries (19).
Using ICT as a tool for learning is one of the main priorities for the majority of countries (16).
Coding is mentioned as a main priority only by 10 countries.
Countries such as Belgium Flanders, the Czechia, Ireland, Malta and Poland mentioned CT as a key competence to be acquired when integrating coding in the curriculum.
Coding is integrated or will be integrated by more than half of the countries (13) at upper secondary school level.
Ten countries (Belgium Flanders, Estonia, Finland, France, Israel, Poland, Portugal, Spain, Slovakia, UK (England)) integrate or will integrate coding at primary level.

20. Integrating coding skills in the curriculum

21. Deep understanding in ICT through events and activities
CS Unplugged
CS4FN
Code.org
RoboCup Junior
First LEGO League
Hour of Code
European Code Week
Bebras
...

22. Competitions & Contests
Contests are a source of inspiration and innovation
Competitions in informatics have become important events for outstanding student developers to demonstrate their capabilities
Just the idea of participating in a competition is often enough to increase students‘ motivation
The competition structure creates an environment that reflects real-world work context better then course-related tasks
Test-and attractive-task-based contests are key to the potential of new knowledge and attractive way to bind up technology and education
Competitions are important networking events

23. Informatics Education & Contests
Proceedings of ISSEP: Informatics in Schools: Situation, Evolution and Perspectives – Zürich, 2010

24. Contest in Informatics
BEBRAS (Beaver) – International Challenge on Informatics and Computational Thinking
Established in 2004
Addresses all lower and upper secondary school pupils
Usually performed at schools
Aims
To motivate pupils
to engage in informatics topics
to solve problems using informatics methods
To stimulate all school pupils’ interest in informatics
To push children to use IT in their learning activities more intensive and creative
To encourage students to think deeper beyond technology

25. International Challenge on Informatics and Computational Thinking
As an easily accessible contest for students of all school ages, it serves to promote informatics and to support informatics education.
Bebras Community promote informatics and computational thinking among teachers and young people in particular, among decision-makers in the area of education, and to the public at large
The members of the Bebras Community are organizations responsible for running a national Bebras Challenge in their country
A member organization of the Bebras Community is referred to as National Bebras Organizer (NBO)
From the Bebras Community Statutes, RC 3, May 21, 2015

26. Age groups From 18 to 24 tasks within 45 or 55 minutes
Primary - Grades 3 and 4 (8-10 years old)
Benjamin – Grades 5 and 6 (11-12 years old)
Cadet – Grades 7 and 8 (13-14 years old)
Junior – Grades 9 and 10 (15-16 years old)
Senior – Grades 11 and 12(13) (17-19 years old)
From 18 to 24 tasks within 45 or 55 minutes

27. FINLAND

28. The Netherlands

29. Russia

30. Lithuania

31. 1.3 million of participants during the contest in autumn 2015
Bebras challenge
Network of informatics (computer science, computing, and IT) educators’ community
1.3 million of participants during the contest in autumn 2015
Consolidates over 50 countries

32. more than 1 313 000 participants from 38 countries in 2015

33. 39 % of girls participated in the challenge 2015
Country
Girls (%)
Boys (%)
Bulgaria
28,48
71,52
Italy
32,40
67,60
Serbia -
Iceland
50,74
49,26
Poland
USA
15,75
23,40
Latvia
Hungary
45,30
54,70
Czech Republic
45,00
55,00
Belgium
31,73
68,27
Switzerland
48,31
51,69
Belarussia
Iran
Turkey
48,91
51,09
United Kingdom
34,93
43,57
Japan
57,18
42,82
Australia
38,58
44,93
Slovakia
45,56
54,44
Estonia
Austria
46,11
50,94
Ukraine
48,83
51,17
Azerbaijan
43,81
56,19
Macedonia
46,95
53,05
Germany
43,69
56,13
Malaysia
56,24
43,31
Netherlands
44,12
55,88
France
49,06
Finland
44,87
55,13
Slovenia
New Zealand
Sweden
56,48
43,52
Russia
Spain
Kazakhstan
28,03
71,97
Lithuania
42,95
57,05
Cyprus
Pakistan
Taiwan
44,89
55,11
Ireland
Canada
40,10
56,03
South Africa
44,33
55,67
Israel
39 % of girls participated in the challenge 2015

34. Number of participants
Primary age group
Country
Number of participants
Ukraine
24 897
United Kingdom
2 003
France
16 365
Pakistan
1 936
Slovakia
15 519
Italy
1 648
Czechia
10 987
Sweden
1 037
Slovenia
5 556
Switzerland
1 013
Serbia
5 332
Finland
702
Australia
4 117
Hungary
666
Russia
3 254
Iran
639
Belarussia
2 672
Germany
462
Macedonia
2 402
Austria
308
Lithuania
2 374

35. Bebras Contest: The Challenge of Thinking
To solve the tasks one has to think
Already learned knowledge is not asked
Pupils have to find solving strategies
They have to find and understand structures
They have to think about different cases
They have to find arguments for or against given alternatives

36. Bebras tasks represent informatics concepts
stimulate computational thinking
motivate learning informatics
open a new knowledge area for students
facilitate a deeper understanding of technology
be short and solved within 3 minutes
present information independently from specific software
be interesting and funny

37. Types of tasks Multiple-choice questions Open-ended questions
Interactive problems
Click objects
Drag & drop
Simulation
Matching
Selection
Graph
Grid

38. Learning by contests grounds on attractive tasks
Example: The Bee
One of the four programs below will lead the bee to the flower. Which one is it? Note that the bee cannot fly over the red barriers.

39. Stack of plates (2010, Germany)
Benjamin MEDIUM
Cadet EASY
In the restaurant of the Beaver school, there are two different kinds of plates: the high green ones for the small beavers, and the flat brown ones for the big beavers. One day, due to building activities, there is only room for one stack of plates.
The beaver kids are queuing for their
lunch, and the kitchen beavers need
to put the plates on the stack in the
right order to make the stack match
the queue. Example:
In one of the following pairs of plate stacks and beaver queues, there is a mismatch between queue and stack. In which one?
A B
C D
This is Informatics
In computer programs, data needs to be well organized into so called data structures. Among the most famous data structures are stacks and queues.

40. Constructive Beaver (2009, Germany)
Benjamin MEDIUM
Junior EASY
Beaver has developed a very simple modeling language. It consists only of two kinds of objects and two possible operations
The operation add(A, B) means: Put A and B side by side and glue B to the right side of A. The operation turn(A) means: turn A clockwise around 90 degrees. 
Which operation sequences would generate this thing?
This is Informatics
A programming language is a formal computer language or constructed language designed to communicate instructions to a machine, particularly a computer. D
A = add(cube, cylinder)
B = add(A, cylinder)
C = turn(B)
D = add(C, cylinder)
E = add(D, cylinder) A
A = add(cylinder, cylinder)
B = turn(A)
C = turn(B)
D = add(C, cube) B
A = add(cylinder, cylinder)
B = add(A, cube)
C = turn(B)
D = add(C, A) C
A = add(cube, cube)
B = add(A, cylinder)
C = turn(B)
D = add(C, cylinder)

41. Planting Flowers (2012, Germany)
Cadets MEDIUM
A big beaver and a little beaver are planting flowers in the garden. The little beaver has smaller arms and smaller legs than the big beaver. Little beaver's steps are therefore shorter and it plants the flowers at positions closer to its body. At the beginning, they stand on the lawn back to back looking in opposite directions. Then both move according to these instructions: repeat twice: plant a flower on your right hand side move one step forward plant a flower on your left hand side move one step forward. How does the lawn look like afterwards?
This is Informatics
In robotics, algorithms are interpreted and executed by devices with certain physical properties. The program developer has to take this into account. Different machines may move in slightly different ways executing the same program.

42. Graph of a map (2010, Austria)
Junior HARD
Senior MEDIUM
Maps can be easily pictured as graphs. In such a graph every node is a country and the lines between the nodes mean that they border each other. The picture shows a graph of a map with seven countries. Indicate the map that fits the given graph
This is Informatics
Graph theory is an important area of mathematics and computer science. The understanding of graphs is one of the basic skills in informatics. Furthermore, graphs often are an abstract picture of reality. This abstraction is needed for the creation of models, which can be implemented in computer programs later.

43. Bookshelf
(2012, Estonia)
The librarian wants to order the volumes of an encyclopaedia with as few steps as possible.
For doing one step he takes a volume out of the shelf, shifts some of the remaining ones to left or right and puts the volume in his hand to the new free space.
The following example sorts 5 volumes using just one step:
Now he wants to order the following 9 volumes:
What is the smallest number of steps to order all 9 volumes?
Juniors MEDIUM
Seniors EASY
This is Informatics
A largest increasing subsequence remains untouched in the optimal solution. To find substructures that remain invariant is a key competence of computational thinking.

44. Loading Lisas (2014, Germany)
Benjamins HARD
Juniors MEDIUM
The fishermen Falke and Folke own two boats, named "Lisa 1" and "Lisa 2" – the two Lisas. The maximum load for each boat is 300 kilo. Falke and Folke should carry some barrels filled with different kinds of fish. They are paid per kilo transported. Put barrels onto the boats such that each boat gets loaded with as many kilos of fish as possible. The barrels have their weight (in kilos) printed on them.
This is Informatics
Computers are often used for optimization: for finding shortest routes or roundtrips, for determining optimal loads like in this task, and so on.

45. Beaver’s Friends (2014, Ukraine)
Benjamins HARD
Cadets EASY
Nine ponds are connected to each other by channels. Bob lives in the central pond. His friends live in the other ponds. The number in each pond indicates how many friends live there. Bob decides to visit his friends. Each day he can swim along one canal so he will stay overnight in the pond that he swims to and continue his journey from there.
Bob wants to visit as many different friends as possible. How many friends can he visit in four days starting at home and ending wherever he wants?
This is Informatics
The task presents us with a graph and we are searching for the most valuable path (where most of the friends live) with four nodes (ponds) in the graph.

47. Bebras brochures 2015
Video: Bebras Challenge at Forest Brook Middle School

48. Influence of the challenge
on teaching informatics
Introduces concepts to pupils
Encourages exploring
Gives examples of good tasks
Stimulates learning some topics of Informatics
on developing curriculum
Sets an international standardization
Helps to agree on concepts
on teacher training
Challenges teachers to deal with new concepts
Improves deeper understanding of informatics
on research
Shows evidence
Helps to compare informatics education

49. Some references:
A. Balanskat, K. Engelhardt. Computing our future. Computer programming and coding: Priorities, school curricula and initiatives across Europe. European Schoolnet, October
V. Barr, C. Stephenson. Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1): p , 2011.
K. Brennan, M. Resnick. New frameworks for studying and assessing the development of computational thinking. Proc. of the annual meeting of the American Educational Research Association, 2012.
Exploring Computational Thinking.
ISTE Computational thinking for all.
L. Mannila, V. Dagiene, et all. Computational Thinking in K-9 Education. Proc. of the WG Reports of the ITiCSE Conference, p. 1-29,
J. M. Wing. Computational thinking. Communications of the ACM, 49(3), 33-35, 2006.
J. M. Wing. Computational Thinking: What and Why,

50. Thank you
International Bebras website