One of my favorite books and resources is now available in a newly updated and revised 2nd edition! No Fear Coding: Computational Thinking Across the K-5 Curriculum is an exceptional resource written by Heidi Williams (who also happens to be my colleague). The 2nd edition has been expanded to include new and updated resources and activities, so even if you’re familiar with the first edition, this is a great time to revisit the book.
Central to Williams’ book is the idea that coding, programming, computer science, and computational thinking should be accessible! This book is meant for K-5 educators and technology leaders with or without computer science and computational thinking experience. Even if you’ve never felt particularly comfortable using technology, this book acts as a welcoming and friendly onramp to beginning to integrate these ideas into your own classrooms.
Plus, with more and more states beginning to push for computer science and computational thinking integration at the elementary level, now is the perfect time to develop or expand upon your existing integration strategies.
Throughout the book, there is also a major focus on how computational thinking integrates with other problem-solving processes and activities. For example, computational thinking can sit nicely at the intersection between project-based learning and inquiry-based learning:
Plus, with more and more states beginning to push for computer science and computational thinking integration at the elementary level, now is the perfect time to develop or expand upon your existing integration strategies.
Throughout the book, there is also a major focus on how computational thinking integrates with other problem-solving processes and activities. For example, computational thinking can sit nicely at the intersection between project-based learning and inquiry-based learning:
In other words, the emphasis is not on giving teachers yet another thing to do or add to their already overburdened curriculum, but rather, to show how computational thinking and coding can be used to further support the development of knowledge and skills that teachers are already working to support.
The book begins by digging deep into this idea and showcasing different possibilities for where coding and computational thinking can fit into your already existing curriculum, along with providing examples of what teaching these concepts looks like in action. This section (Part 1) is particularly helpful as so many teachers who are being asked to integrate these concepts have not received training (or don’t have a background) in these ideas.
From there, Part 2 explores a wide range of activities and physical devices (like robots) that can be used to engage learners with coding and computational thinking. Then, Part 3 examines block-based coding possibilities (like Scratch), which are always wonderful starting points for students and teachers alike. Part 4 brings these two sections together, and discusses the integration of physical computing and coding. Across all of these sections, standards are pulled in to address how these skills and ideas directly connect back to a typical curriculum.
The book closes with Part 5 and explores exciting examples of what is possible when ideas like global collaboration, augmented reality, and more are brought into the picture. It’s the perfect way to wrap up the book, and provides advanced ideas and possibilities for even the most experienced educators.
Overall, I absolutely recommend No Fear Coding, Second Edition. Whether you are just getting started integrating coding and computational thinking, or even if you have a few programming competitions already under your belt, this book provides excellent resources, ideas, and integration possibilities to explore.
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