(N.B. This is the original unedited version of an article published online today in The Telegraph)

I wholeheartedly support the high-profile initiatives to get more children programming, especially as part of the rethinking of the ICT curriculum in UK schools. The publication of the Royal Society’s report Shut down or restart? in January highlighted the unsatisfactory state of ICT education in the UK, recommending that every child should have the opportunity to study the rigorous academic discipline of computer science. With the disapplication of the existing ICT Programmes of Study and the development of a new programme of study as part of the National Curriculum Review in England, we are at an exciting crossroads, with a real opportunity to make computing and technology a key focus of our education system. But if there’s one lesson we should take away from the problems of the past 15 years it is that we must not focus on transient and superficial technology skills. Computer science is not programming (and vice versa) and we should be wary of teaching programming just for the sake of teaching programming, without thinking about why we want to get kids to program.

When Michael Bloomberg, Mayor of New York City, tweeted in January that he was going to learn how to program, there were strong opinions expressed implying that programming is not for everyone. This is untrue. One of the reasons that programming is increasingly perceived to be a 21st century literacy in our technology-dependent society is because it is ultimately empowering, developing the ability to manipulate and control your digital world. But the key message is that learning how to program is not the endpoint, but part of the journey of equipping children with the necessary digital skills to solve problems. Our high-level aim should be to develop technology-independent skills and techniques, such as data literacy and computational thinking.

Computational thinking is a way of solving problems, designing systems and understanding human behavior that draws on concepts fundamental to computer science. Computational thinking includes a range of mental tools that reflect the breadth of the field of computer science. Computational thinking means creating and making use of different levels of abstraction, to understand and solve problems more effectively; it means thinking algorithmically and with the ability to apply mathematical concepts to develop more efficient, fair, and secure solutions; it means understanding the consequences of scale, not only for reasons of efficiency but also for economic and social reasons. And this is why it is important to teach computer science in schools: we need to embed principles and theory to develop a deeper conceptual understanding of how technology works and how it can be leveraged to solve problems. There is a quote commonly misattributed to Edsger Dijkstra: “Computer science is no more about computers than astronomy is about telescopes.” — this is where computational thinking fits in, abstracting away the technology.

Hence, there is an important balance to strike between focusing on developing practical programming skills (i.e. being able to write code for a specific task) and embedding a deeper understanding of languages and constructs: principles of programming. We know technology changes quickly, so we need to make sure that when “Technology X” appears, we have transferable knowledge and a deeper conceptual understanding of how it works and how it can be used.

But there are significant challenges ahead in changing the status quo and enthusing and engaging children in schools. Programming is a creative endeavour and offers a tangible way for children to express themselves by hacking, making and sharing. We now have the hooks to use in schools e.g. Raspberry Pi, Arduino, .NET Gadgeteer, LEGO Mindstorms, etc, offering opportunities for embedding computing across the curriculum. But we also have to recognise the importance of developing this deeper conceptual understanding, the problem solving and analytical skills, as well as knowledge of the underpinning theoretical foundations of computing.

So let’s change the focus from just writing code to developing the crucial thinking skills and the ability to solve problems. To quote Jeannette M. Wing, Professor of Computer Science at Carnegie Mellon University: “Computational thinking is a fundamental skill for everyone, not just for computer scientists. To reading, writing and arithmetic, we should add computational thinking to every child’s analytical ability.”