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But looking to the future, this pales in comparison to the importance of teaching computational thinking. But computational thinking is going to be needed everywhere. And doing it well is going to be a key to success in almost all future careers.
Doctors, lawyers, teachers, farmers, whatever. The future of all these professions will be full of computational thinking. Pick any field X, from archeology to zoology. I myself have been involved with computational thinking for nearly 40 years now—building technology for it, applying it in lots of places, studying its basic science—and trying to understand its principles.
And by this point I think I have a clear view of what it takes to do computational thinking. So now the question is how to educate kids about it. What Is Computational Thinking?
Computational thinking is a much bigger and broader story, because there are just a lot more things that can be handled computationally.
One has to have a language. The Wolfram Language is knowledge based: And as soon as we have an idea that we can formulate computationally, the point is that the language lets us express it, and then—thanks to 30 years of technology development—lets us as automatically as possible actually execute the idea.
The Wolfram Language is a programming language. Programming—and programming education—have traditionally been about telling a computer at a low level what to do.
One can express things at a much higher level—so one can concentrate on computational thinking, not mere programming. But that number is tiny compared to the number of people who need to be able to think computationally.
The Wolfram Language—particularly in the form of Mathematica —has been widely used in technical research and development around the world for more than a quarter of a centuryand endless important inventions and discoveries have been made with it.
Seven years ago we released Wolfram Alpha —which kids and many others use all the time to answer questions. Wolfram Alpha takes plain English input, and then uses sophisticated computation from the Wolfram Language to automatically generate pages of results.
So what about more complicated questions and other things? To get enough precision to be able to get definite results one would end up with something like very elaborate and incomprehensible legalese. But if one wants to go further in taking advantage of what computation makes possible, one has to learn more about how to formulate and structure what one wants.
Or, in other words, one needs to learn to do computational thinking.
They type it in, and they can see that, yes, the computer gives them the result they know: There are no extra steps. I think the point is that it lets them see that, yes, a computer really can compute nontrivial things.
The most common function that I end up starting with is Range: I tell them to try it… I think I do something different with every kid or group of kids I deal with.This page is a collection of links for children, teachers, and leslutinsduphoenix.com are based on the curriculum for Kindergarten through grade four,although many pages will be of interest to older students.
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