The Computational Thinking Competencies were established by ISTE as part of the ISTE Standards to support and integrate the use of technology in teaching and learning, and to support the integration of computational thinking across disciplines. Investigate ISTE Student Standard 1.5 – Computational Thinker and provide feedback on how it could help integrate computational thinking into teaching and learning.
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ISTE Student Standard 1.5 – Computational Thinker enhances education by fostering problem-solving skills, encouraging interdisciplinary applications, and promoting student collaboration. It connects learning to real-world scenarios, increasing engagement and demonstrating practical relevance. This standard prepares students to adapt to evolving technologies while nurturing creativity in problem-solving and allowing for a comprehensive assessment of their learning through computational thinking. It creates a dynamic learning environment that cultivates critical thinking, creativity, and collaboration.
The ISTE Student Standard 1.5 promotes computational thinking (CT) as a versatile skill applicable across subjects. It encourages activities that involve problem-solving, data analysis, and understanding algorithms, boosting students’ confidence in using these skills. Integrating CT into traditional and digital learning environments enhances students’ analytical abilities and fosters a growth mindset. Overall, ISTE Standard 1.5 is an effective guide for educators, helping students develop essential skills for success in today’s digital world.
ISTE student standard 1.5 really opens up the possibilities of where students’ thought process could go. Through this focus, teachers are reminded to engage students in opportunities in which they can think computationally. It is good to know that not all computational thinking activities have to be related to the lesson. The real goal is to get them in to the practice of decomposing, analyzing data and understanding algorithm in ways that make them feel confident enough to use the skills in another area. it can be applied in learning and digital learning.
ISTE Standard 1.5- Computational Thinker can be a powerful tool to help students develop problem-solving skills. While watching the four videos associated with the sub-standards, I could see how they can be adapted to various disciplines. One example is sub-standard 1.5c Extracting Key Ideas states, ” Students break problems into component parts, extract key information and develop descriptive models to understand complex systems or facilitate problem-solving”. Decomposing is breaking any problem down into small manageable tasks. In math, we do this all the time, get rid of information that is not important and focus on the information necessary to solve the problem. Another example is the ELA regents exam multiple choice questions. At ICHS our students only take this exam, and I always hear students complaining about it. Many students don’t understand the questions, because they have not acquired the skill of extracting key ideas. Understanding the questions and the given options and extracting (decomposing) is essential to solve any problem in life.
ISTE Student Standard 1.5 – Computational Thinker, states: “Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.” The standard contains four sub-standards: 1.5a Problem definitions; 1.5b Data Sets; 1.5c Decompose Problems; and 1.5d Algorithmic Thinking.
Throughout the various videos associated with each of the sub-standards, it is clear that computational thinking can be used across disciplines for diverse projects and assignments. ISTE Standard 1.5 can be integrated into teaching and learning by showing students how to use computational thinking in order to apply problem solving strategies in their classes. For example, students can use computational thinking by programming a robot to perform a dance based on a series of choreographed steps. This teaches students how to create an algorithm. Students can also be encouraged to examine data sets and look at patterns in science classes, helping them draw conclusions for their experiments. Key information can be extracted from a reading in a literature class (abstraction), and a sequence of steps can be developed and used to solve problems in math class. Overall, ISTE Standard 1.5 encourages the use of computational thinking to break down problems into smaller and more manageable parts. This can later be applied to everyday problem solving, encouraging creativity and critical thinking in and out of the classroom.
This standard focuses on problem solving and it is something that can be applied across all subjects. Computational thinking allows for the breakdown of information and helps increase understanding. It is something we do without knowing we’re doing it. Teaching it explicitly to students will help them apply it into their daily lives.
Integrating computational thinking into education, guided by the ISTE student standards, is essential for preparing students for the future. This approach cultivates critical problem-solving skills, creativity, and collaboration. By breaking down complex problems and encouraging innovative solutions, educators empower students to thrive in a technology-driven world. This integration enhances learning across disciplines and equips students with essential skills for success in careers that rely on analytical thinking and creativity. Thus, computational thinking in education is crucial for fostering adaptable, innovative thinkers ready to tackle the challenges of the 21st century.
ISTE 1.5 helps students develop ways they can have strategies for understanding and solving problems in ways that can enhance their thinking. I incorporate this into my teaching by showing students how to use Computational thinking in their daily lives. We can build different patterns and show solutions to problems. Students can work together, and we can make rules on how to be safe online.
I think that learning about computational thinking these two semesters helped me shift my teaching perspective and become a CT thinker myself. At first, it was not sure of I fully understood it, but now, as I unpack the advantages of using in my classroom I can see a bigger picture. CT really gives students the power to think outside of the box by building on curiosity and constantly posing questions instead of accepting an issue or an answer as is. I believe that is truly powerful, and thus, it fosters a student-voice and independence. You don’t have to be a Computer Science specialist or a programmer to use these skills; we as teachers can help our students build these skills by finding ways to implement them into our curriculum and give students the power to create and come up with innovative ideas.
ISTE Student Standard 1.5, which focuses on computational thinking, is crucial for preparing students to thrive in the digital age and beyond. By breaking down complex problems into smaller, manageable parts, students learn to approach challenges systematically and effectively leverage technology to develop and test solutions.
Educators can empower students to become proficient computational thinkers by incorporating various technological tools and resources into their teaching practices. These tools, such as programming languages and data analysis software, enable students to analyze problems, explore potential solutions, and refine their strategies.
Computational thinking extends beyond simply finding answers; it fosters creativity and innovation. By encouraging students to think outside the box and explore unconventional approaches, educators can nurture their ability to devise unique and effective solutions.
Moreover, computational thinking is not limited to the realm of computer science. It has applications across diverse disciplines, including science, mathematics, history, and art. By integrating ISTE Student Standard 1.5 into the curriculum, educators can create interdisciplinary connections and provide students with a holistic learning experience. For example, students can use computational thinking to analyze scientific data, model mathematical concepts, simulate historical events, or even create computational art.
By emphasizing the importance of computational thinking and providing opportunities for students to apply these skills across various domains, educators can equip them with essential tools for success in the 21st century. Whether students pursue careers in technology or other fields, the ability to think computationally will empower them to solve problems, innovate, and make informed decisions in an increasingly complex world.
The ISTE Student Standard 1.5 – Computational Thinker was investigated and I believe it’s already used in teaching. This is my first year as a teacher and I was so surprised by the concept of a SmartBoard in the classroom. I used this to my advantage when I was introducing a new lesson to my kindergarteners. I paid close attention to the things they loved to talk about and the things they brought to school. I looked up learning videos using their favorite things, that is how I engaged them. An example of this was teaching them to be good citizens. I used MooseClumps, it’s a particular child friendly learning tool on the web which my students loved.
Looking at the ISTE student standards and the next gen standards that we use will help us integrate it into our lessons and teach more computational thinking in every subject. The ISTE standards will help us teach students how to solve problems and find faster solutions.
The ISTE Student Standard 1.5 defines a Computational Thinker as a student who “develops and employs strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.” This involves breaking down problems into manageable parts, using algorithms, and utilizing data analysis techniques. By integrating ISTE Student Standard 1.5 into teaching and learning, educators will develop students’ computational thinking skills which are now foundational in our digital world—promoting critical thinking, problem-solving, and innovation across all subject areas. They will be able to approach everyday problems break them down into manageable components and create steps to formulate a solution to the problem. This standard enhances Students’ overall education. Their familiarity with technology will be heightened, leaving them well-prepared to thrive in the technological future.
The Computational Thinking Competencies were established by ISTE as part of the ISTE Standards to support and integrate the use of technology in teaching and learning, and to support the integration of computational thinking across disciplines.
I investigated ISTE Student Standard 1.5 – Computational Thinker.
Feedback on how it could help integrate computational thinking into teaching and learning:
The ISTE Student Standard 1.5 – Computational Thinker could help integrate computational thinking into teaching and learning by sharing with students what the expectations of what a Computational Thinker is/should be. This particular guide provides teachers with the opportunity of bridging the gap between applying computational thinking concepts to any lesson/content area. The targets in this particular portion of the guide provides the framework for realigning/recreating lessons that mirror the guidelines with additional support to engage all learners.
ISTE Student Standard 1.5 – Computational Thinker can help integrate computational thinking into teaching and learning by providing different ways in which students can understand and solve problems. Students will develop strategies for problem solving by practicing breaking down complex problems into smaller, more manageable parts. The critical thinking skills will help students apply their learned skills and strategies across other class disciplines. Students can also learn the basic knowledge of how to use devices and software applications to explore and tinker with their problem-solving skills.
The standard also helps prepare students in life to recognize the rights and responsibilities working in an interconnected digital world as good digital citizens. The hands-on-learning design activities helps students actively engage with problems and makes them analyze and develop solutions. Computational learning and thinking places a strong emphasis on working collaboratively to communicate different ideas and thought processes when solving problems. The ISTE Student Standard supports connecting real-world scenarios making learning more meaningful for the students to achieve his or her learning goals.
According to ISTE 1.5 Computational Thinker it stated, “students break problems into component parts, extract key information and develop descriptive models to understand complex systems or facilitate problem solving.”
This standard is very important for students because it allows students to use the CT concept, decomposition in solving problems. Students can break down the problems into smaller parts to make it easier to solve. This can benefit students in learning.
The ISTE standard 1.5 helps incorporate computational thinking by incorporating various computational thinking components in one standard such as decomposition, algorithm, and abstraction. This standard focuses on problem solving skills which can translate into many different subjects independently and also to daily life skills. Some activities that can be done can be as simple as making a recipe and then carry over these skills to academics. Students can also play collaborative games to solve problems together or do something like an escape room or digital escape room with several subjects areas
ISTE Student Standard 1.5 states: “Computational Thinker – Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.” This standard emphasizes the importance of computational thinking, which is a fundamental skill set for students to thrive in today’s digital world but these skills are also helpful outside of the digital world, as well.
Computational thinking involves breaking down complex problems into smaller, more manageable parts. By focusing on this standard, educators can encourage students to approach problems systematically and develop effective strategies for finding solutions. Teachers can leverage various technological tools and resources to help students analyze and tackle problems effectively. This might include programming languages and data analysis tools. Computational thinking goes beyond finding solutions; it also encourages students to think creatively and innovatively. By focusing on this standard, educators can foster an environment that promotes imaginative problem-solving and empowers students to devise unique solutions. This thinking is not limited to computer science alone. It can be applied across various subjects and disciplines. By incorporating ISTE Student Standard 1.5 into teaching and learning, educators can facilitate interdisciplinary connections. For instance, students can use computational thinking to analyze data in science experiments, create models in mathematics, simulate historical events, or even develop computational art. This standard provides a bridge between computational thinking and other subject areas, enhancing students’ overall learning experience.
ISTE 1.5 helps to integrate the 4 key concepts of computational thinking (decomposition, abstraction, patterns and algorithms) into teaching and learning by asking students to look for patterns in data (identify relevant data sets), break problems into smaller parts, extract key information, and develop a sequence of steps to create automated solutions.
It encourages them to approach problems analytically, think algorithmically, and utilize digital tools effectively. By engaging with these standards, students become equipped to solve complex problems and make data-informed decisions.
ISTE 1.5 Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
For this standard students are always using different strategies to help them understand and solve problems. They might not know they are actually using computational thinking. As for teaching our students, I feel as an educator we are always trying to show our students different ways of solving problems. Nowadays, teaching is about different strategies and as a student they pick up and use the strategy that works best for them.
ISTE Student standard 1.5-Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
This standard breaks down how we can encourage students to use computational thinking in every subject area. By exploring problems, collecting data, breaking down the problems into parts and understanding algorithms to help us solve a problem in a variety of ways. Integrating our solutions into variety of digital tools and programs will enhance our use of technology while incorporating critical thinking skills. Our students will be able to communicate, collaborate and use their creativity when approaching problem solving into every aspect of their lives.
Computational Thinker
ISTE 5 :Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. It is broken further down into the parts below:
1.5a: Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
1.5b: Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
1.5c :Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
1.5d: Students understand how automation works and use algorithmic thinking.
This standard sums up how we create these computational thinkers with skills that they do across subjects. It’s a variety of ways that we can implement computational thinking in the classroom. These are things we do in almost every lesson but were just not attaching computational thinking to it. When teaching computational thinking the classroom and using one or many standards from ISTE 5 wecan create an umbrella to show the relation , structure and impact computational thinking has on our learning styles. I would say math would always be my go to first to introduce because it seems the easiest for students to comprehend but after reviewing this standard is seems that way across contents.
I like how the ISTE student standards are aiming at generating more student thinking and allows students to drive the instruction.
The standard 1.4 – Innovative Designer, would be a good standard to weave in the different parts of computational thinking because the goal is for students to “use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions”. The supporting standard 1.4a does focus on generating ideas and solving problems, however I believe that focusing on using computational thinking to solve and generate ideas can be used more explicitly and students can learn problem solving strategies before solving a problem.
I feel this is a good start to introduce computational thinking as it leaves a window for creativity of deliverance.
ISTE 5:
Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.1.5.a
Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
1.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
1.5.c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
1.5.d Students understand how automation works and use algorithmic thinking
This standard can be applied to almost any subject in school. Students need to identify problems and come up with solutions across the curriculum. They need to collect data, look for patterns, draw conclusions, etc in science, math, social studies, computer science, etc. As a computer science teacher, all my stations are set up using this standard and the 4C’s. They use communication, collaboration, creativity, and critical thinking. They need to find problems, brainstorm solutions, test them, debug, and improve. It provides them with the opportunity to take chances, think outside the box, and show their creativity.
Jennifer, ISTE 5 is a general standard that can used across subjects. Students use computational thinking everyday but they only view it as problem solving, brainstorming, analyzing data, etc. If we were to break it and put how these strategies fit into computational thinking as an umbrella it would be a game changer in the classroom.
I do agree this standard can be applied to any subject taught in school. As educators we are always teaching our students multiple ways to find a solution.
ISTE Student Standard 1.5 – Computational Thinker, states, “Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.”
This standard is further broken down in the 1.5a-d, each part connecting the larger concepts of computational thinking, decomposition, abstraction, pattern recognition, and algorithmic thinking.
These skills are essential for our life in a modern world. The videos give teachers some concrete examples across diverse topics to consider their own work in their classroom. In most cases these ideas are being used, they are just not called out and identified for students. It is critical that students do begin to not only use these concepts/practices but have an awareness of what they are doing and how they are doing it.
For example in my unit on Urban Heat Island Effect, students use abstraction to identify and categorize the different surfaces into main groups. (Pavement, Concrete, Grass, Dirt, etc) Next they need to decompose the task of collecting data by making numerous smaller decisions like time, location, number of observations, etc. Then they must develop an algorithm for how they will collect their surface temperature data. Once the data is collected they will need to look for patterns. They can enter this data into a Spreadsheet and create graphs. There are numerous experiences with technology as well. The heat probe, the data entry, the data analyze. I think ISTE is also asking educator to incorporate authentic experiences.
The way I could incorporate ISTE Std 1.5 into my teaching craft is to develop students as computational thinkers, by establishing in all my classes a culture of CT, where my students will explore and find solutions to real world problems using our classroom digital tools to facilitate problem-solving and decision-making. Every day they will solve a coding challenge where they will break it into component parts, looking for key information to help them understand or facilitate appropriate problem-solving.
Working in pairs as pair programmers they understand and use algorithmic thinking to develop the necessary tech solution to a real life problem, not some alien textbook problem
The way I could incorporate ISTE Std 1.5 into my teaching craft is to develop students as computational thinkers, by establishing in all my classes a culture of CT, where my students will explore and find solutions to real world problems using our classroom digital tools to facilitate problem-solving and decision-making. Every day they will solve a coding challenge where they will break it into component parts, looking for key information to help them understand or facilitate appropriate problem-solving.
Working in pairs as pair programmers they understand and use algorithmic thinking to develop the necessary tech solution to a real life problem, not some alien textbook problem
In ISTE Student Standard 1. 5 students as computational thinkers develop and use strategies to help them understand and solve problems with the help of technology applications. One way this standard validates best teaching practices in my classroom is with the use of GRASP capstone projects in my middle and high school CS class. I ask students to use the coding skills they leaned in the current unit, to help design a tech solution to a problem affecting their school and surrounding community.
I begin by telling my students that there are no longer students in a New York City public school, but instead they are Computer Programmers, software developers working for a Tech Startup, and that their Tech solution if for a client. They understand ando break down the problem task, in order to design a tech solution, Then they have to design and write the code for the program or algorithm they have to create. They have to playtest their tech solution to see if it works, troubleshooting and debugging any errors in the code until it work. Finally they have to showcase their tech project to their peers for feedback on a gallery walk.
ISTE Student Standard 1.5 – Computational Thinker, focuses on integrating computational thinking into teaching and learning by incorporating computer science problem-solving strategies such as decomposition, pattern recognition, abstraction, and algorithmic thinking. Integrating computational thinking into teaching and learning means infusing computational thinking concepts and skills into all subject areas, including science, math, social studies, and even art and music. For example, in science, students can use computational thinking to analyze data collected from experiments, create models of complex systems, and develop algorithms to solve problems. In math, students can use computational thinking to break down complex problems into simpler parts and develop algorithms to solve them (Learning.com). Integrating computational thinking into teaching and learning helps students to develop essential skills such as critical thinking, problem-solving, creativity, and collaboration.
Hey Ilka, I agree with you that students as Computational thinkers can use the skills of decomposition, pattern recognition, abstraction, and algorithmic thinking across all subjects.
The ISTE Standard 1.5 states that students would be able to “develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.” This standard could integrate computational thinking into teaching and learning in many ways. It is saying that it is connecting problem solving and technology to create solutions. The 21st century students need to be able to incorporate technology into their daily lives to be successful. By teaching students and helping them learn how technology works and how technology can be used to solve problems is just “good teaching.” The standard is clear with data analysis, collection and representation students would be able to make good decisions. By using the problem-solving strategies students create, they will be able to solve complex problems and come up with solutions. So, in short, ISTE did well with creating these standards for teachers to help students reach their potential in a changing world.
I absolutely agree with you, Christina. I think this standard is just a great way to approach teaching. Giving students the ability to use technology to solve problems is a wonderful way to get kids ready for the future.
The ISTE Standard 1.5 is a powerful tool for teachers that can be integrated into different subjects to strengthen the problem solving skills of students. For instance, in my class this year I integrated computational thinking with literacy. My students wrote mysteries after studying them. They used 1.5c and d by thinking about what every mystery has to help them write their own mysteries. Then they created mystery game boards. Students will then create algorithms (1.5a) for the Sphero to follow to help them navigate the game board to find the solution. This standard can also be used in science and math by letting students collect data to help them develop solutions to real world problems as shown in the video. Therefore, these standards are a valuable tool for students to see how they can develop their own solutions to difficult problems which will empower them.
The ISTE Student Standard 1.5 Computational Thinker allows for students to learn algorithms which essentially are steps. Formally, the ideas of algorithms can be abstract but when the concept is used to explain how a machine may work algorithms may no longer seem abstract but are made easier to comprehend. Additionally, the computational thinker standards teach students to identify relevant data and track it. The data that is collected can be collected in various ways. This opens the door to stronger problem-solving skills. The one feedback I would have would be on part 5C. Under that point, students are encouraged to create a descriptive model. However, this may require a stronger grasp of language and specifically sequential language in order to create a model with description that can be understood by more individuals.
I agree that the standards are helping to break down abstract concepts so kids are able to understand them better. Furthermore, tracking data is a very important step to problem solving but also just being aware of how data can be skewed. Students need to be able to read and understand data for themselves.