ty can grow and flourish," Pimprikar contends.
Physical computing, which is about the interaction between the person and the machine, also has the potential to make students think differently about technology and make better choices about using it, argues Tom Igoe, a professor from New York University and co-founder of a software and hardware company, Arduino.
"Our lives are affected by digital technology, but we don't always see how we are impacted by it," Igoe said. "When you have a better understanding of the technology, you make better choices on how to use it."
Closing the Skills Gap
But even supporters of physical computing see obstacles to its growth in K-12. One is that many teachers aren't trained in how to teach computer science or computational thinking, and so they're likely to need a lot of professional development to close that gap.
"If you don't feel comfortable teaching it, then it's going to take a long time," said Cosier, the teacher from Virginia. "It's not for the novice...You have to self-educate, and really see the benefits of bringing it into the classroom."
Making a commitment to teaching physical computing also carries a pricetag, as the Adams 12 Five Star district, outside Denver, discovered. The district implemented a new 7th grade computer science curriculum this school year, and to meet the standards, they purchased physical computing devices, like the micro-controller Micro:bits. It cost roughly $30,000 to purchase Micro:bits for the 11 middle schools in the district, Otto said.
"You have to find ways to get creative with funding," Otto said. "Our district saw the value in teaching this and shifted things around in the budget and made it happen."
The Colorado district was also helped by a partnership with Colorado-based electronics retailer Sparkfun Electronics. The company provided the district with tools it develops, Micro:bits, and offered continuous professional development for teachers.
Students in the Adams 12 Five Star schools are now using Micro:bits tools to learn about coding and other physical computing concepts.
The device is a small micro-controller board with 25 LED lights arranged in a square, two buttons, sensors, wireless communication, and a USB interface. It can also be connected to online apps where users can program the device.
Using the programmable LED lights, students learn how to use and code buttons on the micro-controller by using "if, then, else" statements to trigger the display of rock, paper, or scissors with the lights.
After programming the lights, students also code a number generator that makes the Micro:bit randomly select rock, paper or scissors when it's shaken. For example, if 1 stands for rock, 2 for paper, and 3 for scissors and the program randomly selects 2 when the Micro:bit is shaken, then the LED lights will display paper. When the students are done programming, they pair up and play the game with the Micro:bits.
"For kids, physical computing is an engagement piece," Otto said. "Seeing their projects come to life is exciting for them. It helps them understand the power of computer science and how things work in the real world."
Photo: Students in Kathleen MacLean's class at Rocky Top Middle School, in the Adams 12 Five Star school system, work together to plan their code for the micro:bit using paper coding blocks." The project is one of the school's attempts to use physical computing concepts. Courtesy of Anna Otto.
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