TEACHER TRAINING ON:

PROGRAMMING & COMPUTATIONAL THINKING

WAHID YUNIANTO
TRAINING SPECIALISTCT Definition
Computational thinking was firstly introduced byPapert (1980) and more recently rejuvenated byWing (2006).

CT Definition
There are some variations on defining computational
thinking since it was initially introduced.
Papert’s (1980) work emphasized thinking skills and“objects-to-think-with” (p. 11) that arise from working
with computers.
He argues that “learning consists of building up a set ofmaterials and tools that one can handle andmanipulate” (p. 173).

COMPUTATIONAL THINKING
In line with Wing (2006), International Society forTechnology in Education (ISTE, 2011), formulates
computational thinking as a problem-solving processthat involves identifying patterns, making abstractions,developing algorithms and formulating procedures forcomputers to use to find solutions.

CT
Computational thinking (CT) can take various forms:• It can be screen-based computer programming• It can be used to control digital circuits and robots,and• It can more generally be the design of algorithmic
solutions to problems that can be carried out by acomputer (Gadanidis et.al,2017 p.458)

CT“Computing is concerned with answering 'How would I
get a computer to solve this problem?' where thecomputer could be a machine, a human, thecombination of a machine and a human, or recursively,
the combination” (Wing, 2008 p.3719)

CT
ISTE (2011) has formulated Computational thinking (CT) as aproblem-solving process with characteristics (not limited to this):
1. Formulating problems in a way that enables us to use acomputer and other tools to help solve them
2. Logically organizing and analysing data
3. Representing data through abstractions such as models andsimulations
4. Automating solutions through algorithmic thinking (a series ofordered steps)
5. Identifying, analysing, and implementing possible solutions
with the goal of achieving the most efficient and effective
combination of steps and resources
6. Generalizing and transferring this problem solving process to awide variety of problems

CT
Cognitive Processes involved in CT (Csizmadia et.al, 2016 p.6):
1. the ability to think algorithmically;
2. the ability to think in terms of decomposition;
3. the ability to think in generalisations, identifying and making
use of patterns;
4. the ability to think in abstractions, choosing goodrepresentations; and5. the ability to think in terms of evaluation.

Teachers’ CT
According to Barr and Stephenson (2011),
teacher professional development and theeducation of Teacher Colleges are criticalelements to successful implementation of CT in
K-12 education.
They argue that the process of increasing student
exposure to computational thinking in K-12 iscomplex, requiring systemic change, teacher
engagement, and development of significant
resources

Teachers Professional Development
In Singapore, CT for teachers has been
introduced in NIE.
This program is to:• introduce them with basic computing, programming for thepurpose of mathematics problem solving• expose them to the use of common IT tool in performing
mathematical computations and solving mathematicalproblems, including problems involving mathematicalmodelling, and• develop the ability to construct solutions to problems on acommon platform using the concepts and tools learnt (Ho &Ang, 2015)

PD in Singapore
The were various software and platform used forteachers in the course, but in 2014, it was decided touse Microsoft Excel's Visual Basic Applications (VBA) due
to the availability and readily accessibility of theprogram (Ho,2015).
This would be similar in Indonesia and maybe in other
SEAMEO countries, many teachers will have issues on
the licence and accessibility.

SEAQIM’s PROGRAMSIn 2019, SEAMES mandated SEAQiM to mentor
students and teachers about Game Education
Development for SEA-Creative Camp Batch 4.
SEAQiM utilized Thunkable and Scratch fordeveloping the game-education.

SEAQIM’s PROGRAMS
Prof. Masami Isoda has granted SEAQiM 10sets of robot programming and trained theteacher trainers about how to use it.
He suggested to include such activity in
SEAQiM training program. Therefore, it was
first time introduced to SH mathematics
teachers for ICT course in 2019.

SEAQIM PROGRAMSICT Utilization course for senior high schoolmathematics teachers
1. Program for Building
2. Scratch
3. Robot Programming

SCRATCH

Thunkable

For app in mobile phones

Program for Building

Observing the patterns and developing logic

Program for Building

SCRATCH

SCRATCH and Logic

ROBOT PROGRAMMING• Using block Programming• Integrated with a robot

ROBOT PROGRAMMING• Using block Programming• Integrated with a robot

Online Training

Geogebra: they learn how to program
It is still limited and simple script
Button, on click, input box and etc

SEAMEO QITEP in Mathematics 2020Conducts 5 regular courses every year.
This year Courses:
1. RME for Junior High MT
2. JL for Primary School Teachers
3. LS for Senior High MT
4. ICT for Junior High MT
5. STEM for Primary School Teachers
The Computational Thinking topic is inserted asenrichment topic in the structure programme.

SEAMEO QITEP in Mathematics

The Computational Thinking topic is inserted asenrichment topic in the program structure.Learning Material for CT

A module on CT has been developed in 2019
Considering the experience from NIE Singapore,non-computer activities and CT using
spreadsheet would be used.

EXAMPLES with Excel
PRIMARY SCHOOL TEACHERJH Mathematics Teachers
SH Mathematics Teachers

EXAMPLES
Recipe to make a cakeTo maintain the taste of the cake, we can see if the chart ingredient remains still.
So how many gram of A,B,C if D becomes 75 gram?
What will you do next? Can you determine any other amounts?

EXAMPLES
Addition and Subtraction
Odd + Odd = ?
Odd + Even = ?
Even + Even = ?
What would be the result?
Use formula:=EVEN(RANDBETWEEN(number1;number2))=ODD(RANDBETWEEN(number1;number2))
Or fill any even and odd numbers

EXAMPLES
Compare two fractions!

"$%&'(vs"#
What do you think about:#$vs&&'(vs&')

Is it always true? How would ms. Excel help you?

EXAMPLES
Given data math scores
676
58
96
5
78587
10
6577
10998
986686910

Does this class have a good math scores? How do you know?
How many students do need remedial?
How many students do need to improve the grade to make the class average score is 7.5?

EXAMPLES
Extinction: Predator and Prey Model

THANK YOU