In the previous section, we saw the teachers are from develop some parts of the original content by themselves. Being able to do so, clearly they are better equipped to meter teaching and learning goals. They are more powerful. And the same is true about their pupils. If they are able to develop things, not only use them, they are better prepared to cope with this world. We also saw that such development sometimes takes the form of programming. If our pupils learn how to program, they will be able to produce digital artifacts to create digital objects instead of merely consuming them. This is why computational thinking and educational programming are getting a real surge of attention nowadays in more and more countries. And proper opportunities in the form of separate subject called computing or informatics, or computer science also in the primary education. New national curriculum in England articulates this by stating that a high quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Our studies show that the process of developing early computational thinking and educational programming can start very early. Definitely from the beginning of the primary stage of school, for example, by exploiting programmable digital toys like B-bots. Programming and computational thinking, what does it mean? We talk about programming when we are not directly manipulating things but specify their behavior to occur at some future time. For that, we use certain language, a programming language. Doing so, we can control things and objects. Plan and modify their behaviors, solve problems, explore world and change it, create meaningful digital artifacts, for example games. The term computational thinking was first used by Seymour Papert in 1996. Today, it is more and more often considered and important skill for learning and living in this world. In our Unesco IITE study, we have seen several inspiring examples of how to context of developing computational thinking can provide valuable opportunities for primary students. To explore, discover, create, modify, and share, collaborate. We also noticed that there are more and more useful resources for teachers. How to develop computational thinking of their pupils provided by various institutions. Later in this section, you will be invited to read about different models of implementing ICT or informatics into education. When ICT is integrated across primary curriculum, it most often focuses on using technologies for supporting different teaching goals. When ICT is implemented as a separate subject, it usually focuses on using ICT to create presentations, video, drawings, animations, to look for information or to communicate. In some countries, this ICT approach has transformed or is being transformed and extended into more systematic computing or informatics or computer science subject. It focuses on understanding basic principles and concept of computer science. And most of all, on formulating problems and solving them through programming. In this section, we will see some examples how computing as a subject can productively be connected with other subjects. And contribute to supporting their learning goals. As a natural initiation into the development of computational thinking we have often seen primary schools using various digital toys. It is always possible to program them to behave in a certain way, and thus solve a problem, do something, or animate. Usually these are small floor robots, with some control keys to make them move, or turn, or play a sound. Most often, it is possible and important from a computational thinking point of view to replay or re-run the same program, the same behavior more than once. We have seen many examples of the digital programmable toys being integrated into various learning situations, and always in socially rich contexts. You may have already heard about the various programming languages and environments for programming. In our context, that this in primary location programming means working with certain symbols, words, or icons or possibly gestures or sounds. To build an ambiguous and meaningful sequences of instructions, building repetitions of certain steps or selecting from various sets of options. In a propagate programming environments, this usually happens in a visual, intuitive and interactive way. While pupils control one of several actors, build certain products or do experiments over the in computing context, there is another very attractive area of rapidly growing interest. Education robotics which creates exceptional opportunities for pupils to construct, create and control. The use of various robotic sets and kits to construct models, program their behavior, teach them do things, usually in teams. Then present them to others or take in part in the various contests. To conclude this introductory activity of the fourth section of this week, let me emphasize that computational thinking is rightfully finding it's space in primary education, mainly in three contexts. First, it is its primary educational purpose of study, including programming and problem solving skills. However, some teachers create learning situations which contribute to computational thinking also within literacy, and numerous development simply in all other subjects. They know that this is a productive way how to harness the potential of digital technologies for multiple benefits. Including the development of several 21st century skills.
