Going Beyond: Response to “Computational Thinking: A Digital Age Skill for Everyone”

Hi Group!

In this article, David Barr, John Harrison, and Leslie Conery (2011, 20) share the process and beginning stages of incorporating “computational thinking” (CT) into the educational process. Although there is no definition that has been completely accepted as of yet (20), a basic description is that CT “is a problem solving process” that involves finding a way to use computers and other tools to solve problems and then coming up with the most efficient solutions that can then be transferred and implemented to solve “a wide variety of problems” (21). I believe that if CT is foundational in the classroom, the level of learning would sky rocket and so I agree with the call to “add computational thinking to every child’s analytical ability” (20). As a teacher, I would love to have my students practice “modeling” and “simulation” in order to logically organize and analyze data and also to have them “communicate and work with others to achieve a common goal or solution” (22). CT requires a lot of struggle and patience but the reward is extremely satisfying and motivating.

Since computer technology has and continues to change how work is done, “the ability to extend the power of human thought [in problem-solving] with computers and other digital tools” (23) is an exciting thought for me as a teacher. It would give my students the opportunity to leave the basic tedious aspects of a problem to the computer so that we can go further in creating the most efficient solutions possible. No more spending time teaching what computers can already handle for us. Of course this can be cause for concern as the future generation might become solely dependent upon technology if they do not learn the basics but just the idea of having this option is incredible. I would love to teach my students how to use computers effectively in this capacity!

In essence, computational thinking differs from critical and mathematical thinking in the sense that it “is more tool oriented” and allows problem-solving skills to be “automated and implemented at much higher speeds” (23). Because of this, students gain “confidence in dealing with complexity, persistence in working with difficult problems, tolerance for ambiguity, the ability to deal with open-ended problems, [and] the ability to communicate and work with others to achieve a common goal or solution” (21). All that I have to say is, if this is the outcome, sign me up!


Barr, D, and J. Harrison, and L. Conery. (2011). Computational Thinking: A Digital Age
Skill for Everyone. Learning and Leading with Technology, 38 (6), pp. 20-23.

~Marissa Carney