2. CT for All Students
The knowledge and skills that students need to know and be able to do by the time they graduate from secondary school.
Bringing CT into formal K-12 education will provide our students with vital problem solving skills. CT is for students of all ages and can be learned and practiced in all disciplines.

3. A Vision
Computational thinking will be a fundamental skill used by everyone in the world by the middle of the 21st Century.
Just like reading, writing, and arithmetic.
Imagine every child knowing how to think like a computer scientist!
In research: scientists, engineers, …, historians, artists (digital humanities)
In education: K-12 students and teachers, undergrads,

4. The First A to Computational Thinking
Abstractions are our “mental” tools
The abstraction process includes
Choosing the right abstractions
Operating simultaneously at multiple layers of abstraction
Defining the relationships the between layers
CT for Everyone
Jeannette M. Wing

5. The Second A to Computational Thinking
The power of our “mental” tools is amplified by our “metal” tools.
Automation is mechanizing our abstractions, abstraction layers, and their relationships
Mechanization is possible due to precise and exacting notations and models
There is some “computer” below (human or machine, virtual or physical)
CT for Everyone
Jeannette M. Wing

6. Two A’s to C.T. Combined
Computing is the automation of our abstractions
They give us the audacity and ability to scale.
Computational thinking
choosing the right abstractions, etc.
choosing the right “computer” for the task
CT for Everyone
Jeannette M. Wing

7. What are these core principles?
There are 9 concepts
Data Collection, Data Analysis, Data Representation
Problem Decomposition, Abstraction
Algorithms, Automation
Simulation and Modeling, Parallelization
These are all essential to
computer science – you can talk about all of these w/o directly involving a computer
There are many definitions of computational thinking, but simply put: CT combines critical thinking skills with the power of computing to make decisions or find solutions.
Skills needed to solve an equation, plan a project, or develop an outline for a writing assignment share similar qualities. They all include important problem solving competencies that students need throughout their lifetime. CT can magnify problem-solving skills needed to address authentic, real-world issues.
(JK added slide to original)

8. What are these core principles?
There are 5 dispositions
Confidence with complexity
Persistence in working through problems
Ability to deal with open ended problems
Ability to communicate and collaborate to achieve a common goal
Tolerance for ambiguity
 Included in 21st Century Skills
There are many definitions of computational thinking, but simply put: CT combines critical thinking skills with the power of computing to make decisions or find solutions.
Skills needed to solve an equation, plan a project, or develop an outline for a writing assignment share similar qualities. They all include important problem solving competencies that students need throughout their lifetime. CT can magnify problem-solving skills needed to address authentic, real-world issues.
(JK added slide to original)

9. Do you know how to find CT in lessons?
Computational Thinking Video
In Computer Science CT is the basis for one of the 5 strands which provide the framework for the CSTA K-12 Computer Science Standards
CT forms the basis for the recently developed year long CS course Exploring Computer Science, introducing 9th and 10th graders to CS.
CT also forms the backbone of the developing APCS Principles course providing the framework for the many Big Ideas in this course.
CT is a requirement for any NSF CE21 Proposal

10. With a partner, please sum up all of the numbers between 1 & 200.
30 seconds
200+1 =
199 +2= =
Pattern found!
How many pairs?
100
Total – 100*201
Do it for 2000? For 20,000?
Need an algorithm to automate the pattern-
("blank"/2) * ("blank"+1)
Evaluate

11. Choose a word.
Count the number of letters in your word.
Count

12. In early 1990, it happened across the whole of the United States
In early 1990, it happened across the whole of the United States. Telephone company AT&T’s engineers had upgraded the software of their 114 US switching centers. They are the computers that make the connections so your phone links to the one you are calling. On January 15th 1990, they stopped working properly: 70 million calls failed. The problem was in a few lines of code out of millions, and the programmers who had changed them hadn’t tested for all eventualities. AT&T lost $1 billion as customers fled to their competitors

13. NASA's Mariner 1 spacecraft was supposed to fly by Venus
NASA's Mariner 1 spacecraft was supposed to fly by Venus. Instead it made it as far as the Atlantic Ocean. Unfortunately, a mistake was made writing the program. A hyphen was missed out that should have been there: a simple grammatical error, but lethal in a computer language. Testing the software didn’t find the problem. The flight software miscalculated the rocket's trajectory and the rocket lost control. It had to self-destruct before it caused bigger problems.

14. In 1992 the London Ambulance service introduced a new dispatch system that was used by those taking emergency calls to send out ambulances. Things started to go wrong within a few hours and more than 20 people may have died as a result of ambulances not arriving in time to save them. The new system had both software and hardware problems. It turned out that some aspects of the system hadn’t been tested thoroughly enough, and had not been tested under the full load it would have in a real situation.

15. In 2000 an Osprey hybrid aeroplane / helicopter crashed after a mechanical failure - a hydraulic line broke. That shouldn’t have been a disaster though. The crew correctly pressed the button to reset the flight system. Instead of helping as it should, a bug in the system caused the plane to stall and ultimately crash.

16. In 2013 a CareFusion infusion pump - a device that pumps drugs in to hospital patients at a controlled rate - was recalled. There was a software bug that meant the control panel buttons could stop working while it was in the middle of delivering drugs.

17. In 2014 software from Baxter used by pharmacists for eight years to calculate doses of nutritional fluids for patients who could’t eat or drink was also recalled. Four different software bugs had been discovered, one of which meant it sometimes got the calculations wrong, giving double the correct amount.

18. CT is for All Teachers
All teachers can and should be responsible for teaching skills, practice, and assessment of CT. This is not a “computer thing”.
CT for all teachers:
CT is cross-curricular, so all teachers are responsible for introducing, reinforcing, and assessing CT skills

19. CT for All Teachers
Most teachers already incorporate CT basics, but may not know it.
CT for all teachers:
Most teachers already incorporate CT basics, but may not know it.

20. CT for All Teachers
CT has a shared vocabulary that can be highlighted in lessons from every discipline.
CT for all teachers:
* CT has a shared vocabulary that can be highlighted in lessons from every discipline

21. CT for All Teachers
CT is made up of foundational building blocks of concepts, skills, and dispositions that get more sophisticated as students get older.
CT for all teachers:
* CT is made up of foundational building blocks of concepts, skills, and dispositions that get more sophisticated as students get older
* CT is cross-curricular, so all teachers are responsible for introducing, reinforcing, and assessing CT skills
CT has a shared vocabulary that can be highlighted in lessons from every discipline
Most teachers are already incorporate CT basics, but may not know it.
CT doesn’t necessarily require computers.

22. CT for All Teachers CT doesn‘t necessarily require computers.

23. Stop and “chat”
Here are the 9 CT concepts
Data Collection, Data Analysis, Data Representation
Problem Decomposition, Abstraction
Algorithms, Automation
Simulation and Modeling, Parallelization
As you think about what you teach, can you think of a lesson, topic, unit where one or more of these concepts would appear?
There are many definitions of computational thinking, but simply put: CT combines critical thinking skills with the power of computing to make decisions or find solutions.
Skills needed to solve an equation, plan a project, or develop an outline for a writing assignment share similar qualities. They all include important problem solving competencies that students need throughout their lifetime. CT can magnify problem-solving skills needed to address authentic, real-world issues.
(JK added slide to original)

24. CT Operational Definition
Computational Thinking is
The marriage of
the big ideas in computer science (such as abstraction, algorithms, modeling, problem decomposition)
with problems and big ideas in most other subject matter domains
CT is multidisciplinary use of CS concepts
(JK slide added)

25. CT Operational Definition (handout)
[To presenter: Refer participants to the CT Operational Definition handout. As a presenter, you can decide if you want to walk through the operational definition via the slide deck or just use the handout. If you want to introduce the definition by slide use the next 4 slides (#15-18) and delete this slide.]
The operational definition was developed by consensus of educators and CT advocates as a framework for CT in K-12 education. The operational definition was the bases for building resources for elementary and secondary school educators beginning to integrate CT into the classroom. The definition is made up of skills and dispositions or attitudes.
ISTE CT Resources

26. CT Building Blocks (handout)
[To presenter: Refer to CT Vocabulary and Progression Chart handout]
CT Building Blocks start with core concepts. At this time, there are 9 core concepts including:
Data Collection, Data Analysis, Data Representation, Problem Decomposition, Abstraction, Algorithms & Procedures, Automation, Simulation, and Parallelization.
These concepts are defined on the chart and then illustrated by grade band.

27. CT Building Blocks (handout)
[To presenter: Refer to CT Vocabulary and Progression Chart handout]
CT Building Blocks start with core concepts. At this time, there are 9 core concepts including:
Data Collection, Data Analysis, Data Representation, Problem Decomposition, Abstraction, Algorithms & Procedures, Automation, Simulation, and Parallelization.
These concepts are defined on the chart and then illustrated by grade band.

28. CT Resources CT Teacher Resources and CT Leadership Toolkit
CT Teacher Resources include:
•   An operational definition of CT for K-12 Education •   A CT vocabulary and progression chart •   Nine CT Learning Experiences •   CT classroom scenarios
CT Leadership Toolkit includes:
•   Making the Case for CT •   Resources for Creating Systemic Change •   Implementing Strategies Guide  
CT Teacher Resources and CT Leadership Toolkit
For free download at
Coming Soon! CT database for links to research and other teacher resources.

29. Resource
.11CTTeacherResources_2ed.pdf

30. CT Statement #1
CT is a key interdisciplinary component in preparing students to be successful in a globally competitive workforce.
If students are going to be successful in postsecondary education and compete for and win jobs, they must have the critical thinking and problem-solving skills that CT provides (Wagner).
Talking Points for District Leaders and Principals
From ISTE CT Website, Computational Leadership Toolkit (8/22/11), p 42
Tony Wagner, Innovation Education Fellow, Technology and Entrepreneurship Center, Harvard U

31. CT Statement #2
CT is a critical enabling skill that will raise the level of achievement for all students, especially those who are traditionally marginalized.
Successful students must be able to connect and apply academic content to real-world situations, and CT provides a framework for that learning connection (Marzano).
Talking Points for District Leaders and Principals
From ISTE CT Website, Computational Leadership Toolkit (8/22/11), p 42
Robert J Marzano, Marzano Research Laboratory

32. CT Statement #3
CT is already a learning strategy in many classrooms and lessons today. However, we need to more closely examine the uses of CT and identify and expand student and teacher awareness about its impact and power.
This means we probably do not have to expend large sums of money. We just need to recognize and align CT strategies to current practices.
We should also identify and use consistent vocabulary across subject areas, interdisciplinary projects and various grade levels
From ISTE CT Website, Computational Leadership Toolkit (8/22/11), p 42

33. CT promotes 21st Century Learning
Consuming content and parroting procedures is 19th and 20th Century
21st Century Education is about process, about learning tools and skills to remake content, create new learning and solve problems (think creators, producers)
Not about just formal education in school but also about informal education – 24 hour learning – the network
As noted in MacArthur Foundation studies, 21st century is no longer focused on content (which can be looked up and doesn’t need to be memorized) or memorized procedures, but rather on the process of creating that content and then using mash-ups and other means to create new content and procedures to solve new problems
Re-Imagining Learning in the 21st Century: MacArthur Foundation
Rethinking Learning: The 21st Century Learner: MacArthur Foundation

34. CT Features Contextual Multidisciplinary
Project-based and inquiry based
Looking deeply at a problem
Using abstraction + algorithms + analysis + bringing to bear any number of tools + possibly automation/computing
CT Features which promote new approaches to learning – project-based, inquiry-based, reality based, multidisciplinary, deep analysis, using concepts from CS preparing for the use of automation to help solve problems (most major scientific and even non-scientific research revolves around stating problems in such a way that computers can then harvest and help evaluate data)
These are consistent with the Common Core, with 21st Century Skills, with careers which are higher paying, success in learning and education

35. Research Implications
CT for Everyone
Jeannette M. Wing

36. CT in Science, Math, and Engineering
Biology - Shotgun algorithm expedites sequencing of human genome DNA sequences are strings in a language Protein structures can be modeled as knots Protein kinetics can be modeled as computational processes Cells as a self-regulatory system are like electronic circuits
Credit: Wikipedia
Brain Science - Modeling the brain as a computer - Vision as a feedback loop - Analyzing fMRI data with machine learning
Credit: LiveScience
CT for Everyone
Jeannette M. Wing

37. CT in Other Sciences, Math, and Engineering
Astronomy
- Sloan Digital Sky Server brings a telescope to every child - KD-trees help astronomers analyze very large multi-dimensional datasets
Credit: SDSS
Mathematics - Discovering E8 Lie Group: mathematicians, 4 years and 77 hours of supercomputer time (200 billion numbers) Profound implications for physics (string theory) - Four-color theorem proof
Credit: Wikipedia
Engineering (electrical, civil, mechanical, aero & astro,…) - Calculating higher order terms implies more precision, which implies reducing weight, waste, costs in fabrication - Boeing 777 tested via computer simulation alone, not in a wind tunnel
Credit: Boeing
CT for Everyone
Jeannette M. Wing

38. CT in Other Sciences, Math, and Engineering
Credit: University of Minnesota
Chemistry [Madden, Fellow of Royal Society of Edinburgh]
Atomistic calculations are used to explore chemical phenomena
Optimization and searching algorithms identify best chemicals for improving reaction conditions to improve yields
Geology - Modeling the earth’s surface to the sun, from the inner core to the surface
- Abstraction boundaries and hierarchies of complexity model the earth and our atmosphere
Credit: NASA
CT for Everyone
Jeannette M. Wing

39. CT for Society
Economics - Automated mechanism design underlies electronic commerce, e.g., ad placement, on-line auctions, kidney exchange - Internet marketplace requires revisiting Nash equilibria model
Social Sciences - Social networks explain phenomena such as MySpace, YouTube - Statistical machine learning is used for recommendation and reputation services, e.g., Netflix, affinity card
CT for Everyone
Jeannette M. Wing

40. CT for Society
Medicine - Robotic surgery - Electronic health records require privacy technologies - Scientific visualization enables virtual colonoscopy
Credit: University of Utah
Humanities - What do you do with a million books? Nat’l Endowment for the Humanities Inst of Museum and Library Services
Law - Stanford CL approaches include AI, temporal logic, state machines, process algebras, petri nets - POIROT Project on fraud investigation is creating a detailed ontology of European law - Sherlock Project on crime scene investigation
CT for Everyone
Jeannette M. Wing

41. CT for Society Entertainment Arts Sports
- Games
- Movies Dreamworks uses HP data center to renderShrek and Madagascar Lucas Films uses 2000-node data center to produce Pirates of the Caribbean.
Credit: Dreamworks SKG
Credit: Carnegie Mellon University
Sports
- Lance Armstrong’s cycling computer tracks man and machine statistics
- Synergy Sports analyzes digital videos NBA games
Credit: Wikipedia
Arts
- Art (e.g., Robotticelli) - Drama - Music - Photography
Credit: Christian Moeller
CT for Everyone
Jeannette M. Wing

42. Educational Implications
CT for Everyone
Jeannette M. Wing

43. Pre-K to Grey K-6, 7-9, 10-12 Undergraduate courses
Freshmen year
“Ways to Think Like a Computer Scientist” aka Principles of Computing
Upper-level courses
Graduate-level courses
Computational arts and sciences
E.g., entertainment technology, computational linguistics, …, computational finance, …, computational biology, computational astrophysics
Post-graduate
Executive and continuing education, senior citizens
Teachers, not just students
CT for Everyone
Jeannette M. Wing

44. Question and Challenge to Community
What are effective ways of learning (teaching) computational thinking by (to) children?
- What concepts can students best learn when? What should we teach when? What is our analogy to numbers in K, algebra in 7, and calculus in 12?
- We uniquely also should ask how best to integrate The Computer with learning and teaching the concepts.
CT for Everyone
Jeannette M. Wing

45. Simple Daily Examples
Looking up a name in an alphabetically sorted list
Linear: start at the top
Binary search: start in the middle
Standing in line at a bank, supermarket, customs & immigration
Performance analysis of task scheduling
Putting things in your child’s knapsack for the day
Pre-fetching and caching
Taking your kids to soccer, gymnastics, and swim practice
Traveling salesman (with more constraints)
Cooking a gourmet meal
Parallel processing: You don’t want the meat to get cold while you’re cooking the vegetables.
Cleaning out your garage
Keeping only what you need vs. throwing out stuff when you run out of space.
Storing away your child’s Lego pieces scattered on the LR floor
Using hashing (e.g., by shape, by color)
Doing laundry, getting food at a buffet
Pipelining the wash, dry, and iron stages; plates, salad, entrée, dessert stations
Even in grade school, we learn algorithms (long division, factoring, GCD, …) and abstract data types (sets, tables, …).
The Central-Queue policy is provably optimal when job size variability is
low.  WFM (in NY) goes with the bank-line scheme because (maybe) there is less variability in job size because prices are so high, people buy less. Still should have an express lane for < 8 items or less.
CT for Everyone
Jeannette M. Wing

46. Research Impact
CT for Everyone
Jeannette M. Wing

47. “Computational Thinking,” Andrew Hebert (Director, MSR/Cambridge), p
CT for Everyone
Jeannette M. Wing

48. Volume 440 Number 7083 pp 383-580, March 23, 2006 CT for Everyone
Jeannette M. Wing

49. CT for Everyone
Jeannette M. Wing

50. Spearheaded by Alan Bundy
CT for Everyone
Jeannette M. Wing

51. Also, report by Conrad Taylor on my talk at
Grand Challenges in Computing Conference, British Computer Society, London, March 2008
CT for Everyone
Jeannette M. Wing

52. CT for Everyone
Jeannette M. Wing
© 2008 Microsoft Corporation

53. CSTA Standards

54. Data Literacy

55. Desmos

56. Pivot.is

57. Algodoo

58. Odyssey

59. TinkerCell

60. GIS

61. Twine and Inklewriter
Example - m/dqfinal.html#2n.1e

62. Inklewriter

63. Agency by Design

64. Coding

65. Three Phases Unplugged Birdhouse On Your Own Fairy Tales
Teaching London Computing

66. Blocks First Scratch Snap
Microsoft Creative Coding through Games and Apps –Touch Develop

67. App INventor

68. Jupyter Notebooks http://nbviewer.jupyter.org/gist/rpmuller/5920182

69. Value > Struggle

70. WIreFrame - Balsamic

71. Welcome-2017-intercom-test
InVisionApp

73. Document the Process
Hackster.iio
GitHub

76. Resource
.11CTTeacherResources_2ed.pdf

77. We can’t do IT alone. We need you!
CROWD SOURCING AND BIG DATA
Another Code.org Unplugged Lesson
Crowdsourcing – A problem-solving technique common in computer science to complete a task as a classroom, which is more efficient than doing it alone.
Bead and Money Jar – have you entered your estimate?
Winner of Bead/Money Count announced Friday at 9:30 in the Exhibit Hall at the Terrapin Booth
Would you like to have a Frozen Ice Art Binary Bracelet Pack?
Another Code.org Unplugged Lesson

78. Comparing CT Core Concepts and CCSS Standards for Mathematical Practice
CCSS Standards for Math Practice
Computational Thinking core concepts
1. Make sense of problems and persevere in solving them
Data collection, analysis, representation
Problem Decomposition/Analysis
2. Reason abstractly and quantitatively
Abstraction
3. Construct viable arguments and critique the reasoning of others
Algorithms and Procedures
4. Model with mathematics
Modeling & Simulation
5. Use appropriate tools strategically
Automation
6. Attend to precision
7. Look for and make use of structure
Parallelization
Algorithms & Procedures
8. Look for and express regularity in repeated reasoning
CT Core Concepts
Data Collection, Analysis, Representation
Problem Decomposition /Analysis
Abstraction
Algorithms & Procedures
Automation
Modeling & Simulation
Parallelization
<