Computational Literacy is amazingly defined by Disessa with the term Material Intelligence. Purely-Mental Intelligence is central to human being; in addition to that Material Intelligence can be achieved in the presence of appropriate materials, like pen and paper. Computational Literacy is achieved in the presence of Computer but it does not mean for one to have “a casual familiarity with a machine that computes” [Disessa]. Literacy as defined by Disessa does not mean an isolated practice rather it has three pillars which includes the society in addition to the material and the mental or cognitive aspect.
Computational Thinking as defined by Wing does not necessarily need a computer. It is an essential thought process in order to solve problems and to reason about the world around us. Computational literacy cannot be achieved without the use of Computational Thinking. On the other side, Computational Literacy may be the best way to-date to enhance one’s ability in Computational Thinking.
I would like to include few observations from the paper about CTSim [Sengupta et.al. 2013]. As we have read about different approaches of learning and their advantages and disadvantages, it was interesting to see CTSim using a hybrid model of Instructionist and Constructivist approach. It was remarkable the difference of results between scaffolded and classroom groups. It is very much telling how Instructionist approach is also important along with the Constructivist's approach. It would be really interesting to know more on the types of scaffolds that were used to support the students in the CTSIM pilot studies and also in other people's work to grow a more general understanding about why the students need further instructions and what they are instructed. I wonder if it is at all possible to automatically scaffold the students with the required instructions.
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