K-12 Education

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Unplugged Education: K-12 and Early Computing Concepts

Compelling
An engaging way to introduce computing
Computing is often a mystery: While people may know
how to use computers, they rarely know what makes
computers work. “CS Unplugged” uncovers the mystery
by exposing students to computer science concepts, such
as the nature of data or how data is sorted, but without
the computer. The activities in “CS Unplugged” help to
shatter the image of computing as long, lonely hours in
front of an LCD screen by exposing learners to the kind
of reasoning needed for inventing the next great ideas in
computing.
“CS Unplugged” activities engage students in learning
computer science concepts using hands-on activities. The
activity described here, “Sorting Network,” illustrates the
structures used in parallel sorting networks, exposing
learners to sorting, parallelism, and binary comparison
through active, kinetic learning. In teams of six, students
compare numbers (small or large) and follow simple
logic.

How do you do it?

Start by drawing the layout below on the ground, using chalk on a pavement,
masking tape for indoor surfaces, or electrician’s tape on a tarpaulin. Each
student on the team holds a card with a number on it (for the first time, use
the numbers from 1 to 6). The goal is to get the numbers sorted into order.
Each student stands on one of the squares on the “in” side of the diagram.
Students follow the arrow to step onto the first circle, where they meet
another student and compare numbers. The student with the smaller number
follows the arrow out on their left, while the student with the larger number
follows the arrow out on their right.
Students continue following the arrows to each circle as another student steps to the circle, each time comparing numbers. The smaller always goes
left and the larger goes right. Eventually they will reach the “out” side in sorted order. (The full lesson plan,“Beat the Clock: Sorting Networks”
can be found on the website described below.)
The exercise can be extended in a number of ways. For example, students could be timed to discover how quickly they can complete the sorting.
For this, use larger numbers so it is hard to see where you are supposed to end up. And there are many questions to ponder: What if the smaller
one goes to the right each time? How would you design a layout for sorting three numbers? Thirty numbers? Does it work backwards? Can you
design a smaller layout to find the smallest number?

What computing concepts do students learn?

When three pairs of students are comparing numbers at the same time, it takes much less time than comparing only one pair of numbers at a
time. This “Sorting Network” demonstrates parallel computation, one of many ways that computer scientists have devised to sort data quickly.
Instructors tell students that they have just learned about the computing concepts behind computer applications with which they are familiar,
such as alphabetical lists of files, etc.
Initial evaluations of sessions involving this activity and others show that children gain a better appreciation of what Computer Science is about,
and girls in particular respond positively to the logic and problem solving. More detailed international evaluations are underway.
For more information on this activity and a pdf of the complete teacher’s version, see http://csunplugged.org. “Computer Science Unplugged” is
a free collection of activities and ideas for learning about Computer Science without using a computer.
C a s e s tu d y c o n tr ib u te d by D r. Tim B ell • ti m.bel l @ canterbury.ac.n z
 How do you introduce computing in an engaging way?

Experience with computers between boys and girls has equalized, but boys continue to MAKING IT
have greater knowledge of computing and programming concepts than do girls. Not so in MEANINGFUL
biology, chemistry, or mathematics: both boys and girls are encouraged to provide evidence
Educational researchers emphasize
of proficiency in these subjects when they apply to college. High school study familiarizes
the importance of linking
students with the subject matter and gives them confidence. Today, women’s undergraduate
completion rates have neared parity in these other disciplines. educational materials and curricular
programs to students’ existing
Because IT study is elective in almost all K-12 schools, developing relevant and interesting knowledge and experiences.
assignments that appeal to a broader audience is recommended for: When class syllabi list topics
and assignments that focus on
unfamiliar concepts with limited, if
outreach to any, relationship to a student’s life
recruit students who experience or interests, she or he is
are not predisposed to
unlikely to take that class. Under
pursuing computing
fostering a exposing the existing educational policy
climate where the non- fundamental of election, computing is rarely
predisposed can belong computing concepts to required in secondary schools. This
both academically and inexperienced means that students are likely to have
socially learners a narrow and inaccurate view of what
IT study involves, what careers are
possible, or what kind of people “do”
Is prior programming experience required for students to be successful in an IT program? IT. Given the very small proportion
Most undergraduate departments would say no. That is, experience with programming is not of females who study computing in
the same as expertise in problem-solving, algorithmic thinking, or computing theory. Yet high school, this means that females
research shows that introductory courses and their embedded assignments work better for are less likely to choose IT in college.
students who have some experience with programming.
The challenge to educators at
Research shows that students with programming experience are more confident and more all levels is to develop engaging
successful in introductory courses than are their inexperienced peers. Students with lower grades assignments and curriculum that can
or less confidence are less likely to persist in an IT major. What is more, when introductory appeal to a variety of students with
courses have limited opportunities for talking to other students (e.g., collaborative learning). different learning styles, interests,
inexperienced students have little information on which to judge whether they belong socio-cultural backgrounds, and
academically in the major. Hence more women than men switch out of IT majors (most often
abilities, while maintaining the
to other sciences or mathematics).
rigor of the discipline. Putting the
Creative assignments that teach algorithmic thinking while also calling on students’ existing concepts of computing in appealing
knowledge or interests may serve to both recruit and retain students. When experienced and contexts and building on existing
inexperienced students use non-computer-based assignments to learn computing concepts, competence can reduce the barriers
they quickly realize that their peers with programming experience are not necessarily better at of entry and level the playing field
algorithmic thinking, just more experienced with programming. Building confidence through
for those with limited experience.
relevant and interesting assignments is a promising practice for motivating student enrollment
and retention.

FOR MORE INFORMATION:

Lecia Barker and William Aspray, “The State of Research on Pre-College Experiences of Girls with Information Technology.” In McGrath Cohoon, J. and W. Aspray (Eds.)
Women and Information Technology: Research on the Reasons for Under-Representation. Cambridge, MA: MIT Press, 2006.
Joanne McGrath Cohoon and William Aspray, “A Critical Review of the Research on Women’s Participation in Postsecondary Computing Education.” In McGrath Cohoon, J.
and W. Aspray (Eds.) Women and Information Technology: Research on the Reasons for Under-Representation. Cambridge, MA: MIT Press, 2006.

National Center for Women & Information Technology

Revolutionizing the Face of Technology SM

L e c ia J . B a r k e r and J. McGr ath C ohoon, author s

www. nc w i t.o r g • N a ti o n a l C e n te r for Women & Informati on Technol ogy • copyri ght 2007