Teaching CT through Internet of Things in High School: Possibilities and Reflections Gelson Schneider Institute of Computing Fluminense Federal University Niter´ oi, RJ, Brazil gelson.schneider@ifto.edu.br Flavia Bernardini Institute of Computing Fluminense Federal University Niter´ oi, RJ, Brazil fcbernardini@ic.uff.br Clodis Boscarioli Center of Exact and Technological Sciences Western Paran´ a State University Cascavel, PR, Brazil clodis.boscarioli@unioeste.br Abstract—This Research to Practice Full Paper presents a pedagogical practice for technical high school students for devel- oping Computational Thinking (CT) abilities through Internet of Things technologies. The covered topics in our proposal include (i) the use of temperature and humidity sensors for data collection, treatment and visualization using Arduino and micro-controllers; (ii) Smart and Human Cities (SHC) and Open Data concepts, in order to lead the students to reflect on the problems of their city and on data protection. Our motivation to our proposal is due to the educational processes have to develop criticality and the ability to solve problems among students. In this context, CT has been used for this through the use of robotics, game building or unplugged computing. On the other hand, technologies for implementing Internet of Things (IoT) have been used in several domains of society, including cities transforma- tion. One important aspect in this scenario is data generation, which have to be carefully tackled by government’s and who develop solutions to SHC. In this way, using IoT for teaching CT is an important aspect, also considering open data, privacy and SHC context. In our pedagogical practice, students were able to design and develop solutions to problems in their daily lives indirectly applying CT skills, such as decomposition, pattern recognition, abstraction, automation and analysis, as well as self- skills, collaboration, creativity and critically, required nowadays in broad professional training. It was also possible to develop students’ interest in raising awareness of the use of computational technologies, as a solution to problems in society considering aspects of SHC and open data; propose a technological solution using IoT; and analyze the use of these data collected for the social well-being. For the evaluation of our proposal, we carried out questionnaires and tasks observation. The experience was considered successful in its planning and application, with a positive evaluation of the participating students. Index Terms—computational thinking, internet of things, pro- gramming teaching, smart and human cities. I. I NTRODUCTION Information and Communication Technologies (ICT) are inserted in the daily lives of most people. However, using technology is not limited only to knowing how to surf the internet, sending an e-mail, publishing a blog or operating a word processor. There are aspects of social change, processes and innovation through which several areas have made sig- nificant contributions through the use of technologies [1]. In Education, for example, several digital solutions have emerged, either to aid in educational management processes or for pedagogical use. It is essential that students use technologies as tools that enable them to solve problems and, thus, gen- erate new knowledge. This ability to use Computer Science principles to develop competencies and skills for analyzing and solving problems is called Computational Thinking (CT), a construct in development in the last decades [1]. This term was firstly presented by Wing [2], although Papert firstly introduced the ideas [3]. According to Wing, CT is the ability to use fundamental concepts of Computer Science to solve problems in the most diverse knowledge areas, considering reality and socioeconomic context of the students, motivating them to look for solutions to everyday problems. In this context, many researches are being conducted in several coun- tries in order to insert the concepts of computing in basic education levels, involving the use and proposal of unplugged computing technologies [4], algorithms and programming [5], learning objects [6], [7], game design & development [8] and robotics [9]. On the other hand, with the advance of microelectronics, embedded systems and computer networks, in the last decades emerged the concept Internet of Things (IoT) [10]. IoT aims to connect objects to the Internet and promote communication between users and devices. New applications emerged with the advance and reduced costs of IoT technologies, includ- ing micro-controllers, sensors, actuators and other electronic components, specially in Smart and Human Cities (SHC) and Ambient Intelligence development. In this context, IoT is an area of study that has theoretical, practical and social challenges, due to not only allowing several applications development in SHC but also demanding responsibility to the developers to guarantee aggregated public value in these solutions and privacy in collected data. In this research we consider three main aspects for our proposal: (i) the development of skills and competences for the 21st century, involving communication, collaboration, critical thinking, creativity and the ability to solve real life prob- lems [11], aligned to CT purposes; (ii) the possibility of using IoT for developing applications in SHC and Ambient Intelligence scenarios; and (iii) the requirement of raising responsibility on the collected data bu the developers. We firstly looked for works in literature that explore how IoT is used for teaching and developing CT skills. After, we propose a pedagogical practice for teaching CT skills through the use of