Computational thinking is an approach that students, educators and everyone else can take to

solve problems. We all have problems that crop up from time to time and we all take steps to
produce solutions. We are probably using computational type thinking whilst being unaware of
the processes that we are working through. Problems can seem insurmountable but by
breaking down a challenging situation into smaller chunks and dealing with them one at a time
we are able to come up with a cohesive solution. This is the first step in a computational
approach, is the breaking down or decomposing the issue into several smaller parts or subunits.
We all know that smaller chunks of data or information are easier to work with and this approach
provides pieces of a manageable size. Now we have pieces small enough to work with, the next
step is analysis of that data including looking for patterns begins. This enables the realisation of
crucial points that need addressing and lead to the development of a solution. Once the
problems themselves have been identified each piece can be addressed separately and a
series of solutions arrived at. The final part of the computational design process is the formation
of a series of steps which leads to a solution of the problem.
The value of teaching this strategy to students is high. I believe that as this approach can apply
to all disciplines and types of problems then students having this tool in their toolkit will make
them more confident when faced with a struggle - both inside and outside of the classroom. By
having the skills that enable them to take a step back and distil the real issue and part of the
problem that is essential for an overall solution requires them to think critically and at a high
level. As the students work through this problem they will be cycling through many what if type
questions. What if I change this part - what will the results be? This provides the opportunity for
iterations as they refine their thought processes to move closer to a tenable solution. The
students will also come to realise that smaller chunks of data or problems are easier to deal with
as they are not so overwhelming - this could be useful as they need to time manage and plan
out bigger projects as they progress through the education system.
The development of this skill in the classroom can only help develop critical thinking skills as
students become experts at the distillation of facets of a problem and a development strategy
that leads them to a realistic solution.