Computing has become an increasingly popular subject in classrooms across the world, with industry and education understanding the acute need for a digitally literate workforce.
The way in which the subject is taught, as well as the specifics of the curriculum, will change from nation to nation, but the fundamental aspects of computing, both in understanding the concepts and in mastering the practical applications of its use, remain the same.
Teachers’ concerns around the subject can also be very similar no matter where they are. For instance, they may struggle with how best to engage their pupils, or how to help them develop the 21st-century skills needed in the modern job market.
A survey commissioned by Computing at School (CAS) and Microsoft in 2015 reveals that two-thirds of UK teachers believe their pupils know more about computing than they do, which inevitably makes them anxious about delivering the subject.
The main question is: how can we show young pupils that the theoretical aspects of computing have interesting, real-life applications? How do we bring the subject to life and get pupils enthused about coding for the 21st-century world?
Think outside the tick box
With schools facing increasing demands to raise attainment and demonstrate outcomes, they understandably place great stress on the importance of exam results. The inherent danger in this is that they become susceptible to a “tick box” approach, whereby teachers are expected simply to fill children’s heads with knowledge and facts so they will pass their exams.
This limits the potential for creativity and innovation in the classroom, which in turn actually hinders attainment. In order to inspire real understanding and enthusiasm in computing, we need to think outside the tick box, so that pupils are confident enough to sit their exams but have also learned valuable skills that will take them beyond these tests.
Creative exploration and active enquiry are essential in this process. Pupils must be allowed to delve into the subject in their own way, learning how to work through problems and devise unique solutions. This not only strengthens understanding but also develops skills such as problem-solving.
It only takes one good idea to solve some of the world’s most critical issues, and those ideas may be tucked away in the minds of today’s pupils. It is up to us as teachers and parents to help unlock this potential.
Creative streak
When it comes to teaching pupils the skills they will need in future roles - some of which may not even have been invented yet - we need to go further than the traditional curriculum. Bringing the subject out of books and into the real world is key. For example, you could ask pupils to imagine that they are a scientist trying to programme a rover that will capture footage from the surface of another planet. They would need to be able to teach the rover to follow a specific path and to avoid obstacles.
Hands-on learning helps pupils to engage more effectively and gives them an opportunity to see the practical applications of ideas, making abstract concepts tangible. Many resources help teachers to deliver truly inspiring computing lessons, and place the learning back in pupils’ hands. For example, LEGO® Education and sets both give pupils the freedom to take an activity and make it their own.
These sets of LEGO bricks, sensors, motors and special software allow pupils to build their own robotics creations, using code to bring them to life. Seeing their ideas take shape in the real world like this gives pupils a deep understanding of core computing concepts, design technology, mathematical calculations and scientific enquiry, all of which boosts their engagement, confidence and attainment.
Work together, succeed together
Although a solid grasp of the concepts and practical applications of computing is essential, many other associated skills contribute to the effectiveness of coding in the real world. We also need to consider resilience, communication and collaboration, as these will no doubt be important in our pupils’ future careers.
Working in groups during lessons is a great starting point. It gives pupils the opportunity to develop their communication skills, and helps them to understand their strengths and weaknesses in greater detail. For instance, one pupil in the group might be proficient in programming while another may have a greater understanding of how things fit together and a flair for engineering. Getting these multitalented pupils to work together on an open-ended task (much like the ones included in WeDo 2.0) will give them the chance to own their learning and cultivate their skills while also learning from others.
Resilience, or the ability to persevere when things go wrong, is fostered through curiosity. By driving their own learning, pupils will be able to consider their ideas, trial them and see what happens. If an idea doesn’t work the first time, they can examine the coding and the design to identify the problem and try again.
We need to start telling pupils that it’s not a bad thing to fail, as long as they can learn from it. In computing, this is especially important when it comes to debugging codes and figuring out why a program has faltered or how it can be altered to successfully carry out the required action. A good computing lesson supports these setbacks and gives pupils the space to get things wrong and try again; this helps them to develop strategies to cope with failure.
Success in realisation
We all know that when pupils are truly engaged they learn better and they learn more, building both a bank of knowledge and the skills with which to implement it. We need to break out of box-ticking and reading from books and sheets all the time, and employ a hands-on approach to teaching coding.
By putting computing into a real-life context, pupils will see the practical benefits of the subject and may gain a long-lasting interest in it. You may have the next Bill Gates or Ada Lovelace in your classroom today and you can give them every chance to explore their destiny, enabling them to develop the 21st-century skills that they will need to succeed.
This article was written by the LEGO® Education team. Check out LEGO® Education computing resources and find out how they can help you achieve success in the coding classroom at www.LEGOeducation.co.uk
