Relevant bibliographies by topics / Computational thinking education

Academic literature on the topic 'Computational thinking education'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Computational thinking education"

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Shute, Valerie J., Chen Sun, and Jodi Asbell-Clarke. "Demystifying computational thinking." Educational Research Review 22 (November 2017): 142–58. http://dx.doi.org/10.1016/j.edurev.2017.09.003.

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Yadav, Aman, Chris Stephenson, and Hai Hong. "Computational thinking for teacher education." Communications of the ACM 60, no. 4 (March 24, 2017): 55–62. http://dx.doi.org/10.1145/2994591.

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Park, Jungho. "Effects of Storytelling Based Software Education on Computational Thinking." Journal of The Korean Association of Information Education 19, no. 1 (March 30, 2015): 57–68. http://dx.doi.org/10.14352/jkaie.2015.19.1.57.

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Kafai, Yasmin B., and Chris Proctor. "A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies." Educational Researcher 51, no. 2 (November 5, 2021): 146–51. http://dx.doi.org/10.3102/0013189x211057904.

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Over the past decade, initiatives around the world have introduced computing into K–12 education under the umbrella of computational thinking. While initial implementations focused on skills and knowledge for college and career readiness, more recent framings include situated computational thinking (identity, participation, creative expression) and critical computational thinking (political and ethical impacts of computing, justice). This expansion reflects a revaluation of what it means for learners to be computationally-literate in the 21st century. We review the current landscape of K–12 computing education, discuss interactions between different framings of computational thinking, and consider how an encompassing framework of computational literacies clarifies the importance of computing for broader K–12 educational priorities as well as key unresolved issues.
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Kuo, Wei-Chen, and Ting-Chia Hsu. "Learning Computational Thinking Without a Computer: How Computational Participation Happens in a Computational Thinking Board Game." Asia-Pacific Education Researcher 29, no. 1 (September 20, 2019): 67–83. http://dx.doi.org/10.1007/s40299-019-00479-9.

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Park, Young-Shin, and James Green. "Bringing Computational Thinking into Science Education." Journal of the Korean earth science society 40, no. 4 (August 30, 2019): 340–52. http://dx.doi.org/10.5467/jkess.2019.40.4.340.

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Rubinstein, Amir, and Benny Chor. "Computational Thinking in Life Science Education." PLoS Computational Biology 10, no. 11 (November 20, 2014): e1003897. http://dx.doi.org/10.1371/journal.pcbi.1003897.

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Swaid, Samar I. "Bringing Computational Thinking to STEM Education." Procedia Manufacturing 3 (2015): 3657–62. http://dx.doi.org/10.1016/j.promfg.2015.07.761.

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Angeli, Charoula, and Michail Giannakos. "Computational thinking education: Issues and challenges." Computers in Human Behavior 105 (April 2020): 106185. http://dx.doi.org/10.1016/j.chb.2019.106185.

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Li, Yeping, Alan H. Schoenfeld, Andrea A. diSessa, Arthur C. Graesser, Lisa C. Benson, Lyn D. English, and Richard A. Duschl. "On Computational Thinking and STEM Education." Journal for STEM Education Research 3, no. 2 (July 2020): 147–66. http://dx.doi.org/10.1007/s41979-020-00044-w.

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Dissertations / Theses on the topic "Computational thinking education"

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Grgurina, Nataša. "Computational thinking in Dutch secondary education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6455/.

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We shall examine the Pedagogical Content Knowledge (PCK) of Computer Science (CS) teachers concerning students’ Computational Thinking (CT) problem solving skills within the context of a CS course in Dutch secondary education and thus obtain an operational definition of CT and ascertain appropriate teaching methodology. Next we shall develop an instrument to assess students’ CT and design a curriculum intervention geared toward teaching and improving students’ CT problem solving skills and competences. As a result, this research will yield an operational definition of CT, knowledge about CT PCK, a CT assessment instrument and teaching materials and accompanying teacher instructions. It shall contribute to CS teacher education, development of CT education and to education in other (STEM) subjects where CT plays a supporting role, both nationally and internationally.
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Kolodziej, MIchael. "Computational Thinking in Curriculum for Higher Education." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285666.

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Computational Thinking continues to gain popularity and traction within conversations about curriculum development for the 21st century, but little exists in the literature to guide the inclusion of Computational Thinking into curriculum outside of K12. This Delphi study seeks to fill part of the gap in the literature and instantiate conversation in the Higher Education community about the importance of CT as a topic, and how it may be approached formally in curriculum development.

Over 3 rounds of Delphi panel deliberation, several interesting and informative themes emerged related to issues of domain expertise, interdisciplinary collaboration, and ensurance of quality and integrity of computational knowledge, attitudes and practices through curricular initiatives. Additionally, potential solutions and vehicles for delivering strong outcomes are identified and discussed, through the lens of Landscapes of Practice (Wenger, 2014).

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Prottsman, Christie Lee Lili. "Computational Thinking and Women in Computer Science." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11485.

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x, 40 p. : col. ill.
Though the first computer programmers were female, women currently make up only a quarter of the computing industry. This lack of diversity jeopardizes technical innovation, creativity and profitability. As demand for talented computing professionals grows, both academia and industry are seeking ways to reach out to groups of individuals who are underrepresented in computer science, the largest of which is women. Women are most likely to succeed in computer science when they are introduced to computing concepts as children and are exposed over a long period of time. In this paper I show that computational thinking (the art of abstraction and automation) can be introduced earlier than has been demonstrated before. Building on ideas being developed for the state of California, I have created an entertaining and engaging educational software prototype that makes primary concepts accessible down to the third grade level.
Committee in charge: Michal Young, Chairperson; Joanna Goode, Member
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Weese, Joshua Levi. "Bringing computational thinking to K-12 and higher education." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35430.

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Doctor of Philosophy
Department of Computer Science
William H. Hsu
Since the introduction of new curriculum standards at K-12 schools, computational thinking has become a major research area. Creating and delivering content to enhance these skills, as well as evaluation, remain open problems. This work describes different interventions based on the Scratch programming language aimed toward improving student self-efficacy in computer science and computational thinking. These interventions were applied at a STEM outreach program for 5th-9th grade students. Previous experience in STEM-related activities and subjects, as well as student self-efficacy, were surveyed using a developed pre- and post-survey. The impact of these interventions on student performance and confidence, as well as the validity of the instrument are discussed. To complement attitude surveys, a translation of Scratch to Blockly is proposed. This will record student programming behaviors for quantitative analysis of computational thinking in support of student self-efficacy. Outreach work with Kansas Starbase, as well as the Girl Scouts of the USA, is also described and evaluated. A key goal for computational thinking in the past 10 years has been to bring computer science to other disciplines. To test the gap from computer science to STEM, computational thinking exercises were embedded in an electromagnetic fields course. Integrating computation into theory courses in physics has been a curricular need, yet there are many difficulties and obstacles to overcome in integrating with existing curricula and programs. Recommendations from this experimental study are given towards integrating CT into physics a reality. As part of a continuing collaboration with physics, a comprehensive system for automated extraction of assessment data for descriptive analytics and visualization is also described.
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Smith, Kimberly S. M. (Kimberly Ann) Massachusetts Institute of Technology. "New materials for teaching computational thinking in early childhood education." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112546.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2017.
Cataloged from PDF version of thesis. Page 104 blank.
Includes bibliographical references (pages 100-103).
The need for computer science education is greater than ever. There are currently over 500,000 unfilled computer science jobs in the United States and many schools do not teach computer science in their classrooms. Computers are powerful tools, and computational thinking-skills of problem-solving, logic, and abstraction that form the foundation of computer science-can be applied across other disciplines. Many current approaches to computer science education use computer screens. Though computer science education is important and effective from a young age, the American Academy of Pediatrics recommends we limit screen time in children; and research shows that excessive screen time is detrimental for a child's development. A 2006 research study by Angeline Lillard published in Science showed that Montessori students scored higher on academic, cognitive, social, and behavioral tests than students in a traditional elementary school setting. The Montessori Method is characterized by mixed-age classrooms, child-driven learning, and a series of sensorial, physical materials. Developed nearly 100 years ago by Dr. Maria Montessori, the Montessori curriculum does not explicitly include computer science in its curriculum. This research examines the Montessori Method as a way to teach computer science for early childhood education. Interpreting and extending Dr. Montessori's original pedagogy, I have developed a curriculum with new learning materials for young children that breaks down the fundamentals of computational thinking into a set of discrete concepts that are expressed in tactile, hands-on ways. This research evaluates this approach through direct observation and teacher feedback; and suggests the potential for this Method as an effective approach to teach computational concepts to young children.
by Kimberly Smith.
S.M.
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Moran, Renee Rice, Laura Robertson, Chih-Che Tai, Karin Keith, Jamie Price, Lori T. Meier, and Huili Hong. "Preparing Pre-Service Teachers for the Future: Computational Thinking as a Scaffold for Critical Thinking." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5881.

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Book Summary: As technology continues to develop and prove its importance in modern society, certain professions are acclimating. Aspects such as computer science and computational thinking are becoming essential areas of study. Implementing these subject areas into teaching practices is necessary for younger generations to adapt to the developing world. There is a critical need to examine the pedagogical implications of these technological skills and implement them into the global curriculum. The Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education is a collection of innovative research on the methods and applications of computer science curriculum development within primary and secondary education. While highlighting topics including pedagogical implications, comprehensive techniques, and teacher preparation models, this book is ideally designed for teachers, IT consultants, curriculum developers, instructional designers, educational software developers, higher education faculty, administrators, policymakers, researchers, and graduate students.
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Woods, Charles. "Discourse Indicative of Computational Thinking within a Virtual Community." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703290/.

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This study explores the phenomenon of computational thinking indicated by the use of Bloom's taxonomy's cognitive domain verbs in the Scratch community, the online, collaborative environment for the Scratch Visual Programming Language (VPL). A corpus of 660,984 words from three Scratch community sub-forums provide the data for this study. By semantically aligning cognitive domain verbs of Bloom's revised taxonomy to computational thinking (CT) dimensions, the occurrences of the verbs in Scratch community sub-forums are used to indicate instances of computational thinking. The methodology utilizes qualitative coding and analysis with R® and RStudio®. The findings show language attributes such as expressions of imagination, sharing of creative details, collaborative development ideas, teaching, modeling, innovating, solutions focused, and technical support to be indicative of computational thinking and CT dimensions. The computational thinking dimension referred to as computational perspectives occurs most frequently within Scratch community participant discourse. The environmental factors found to contribute to computational thinking and the CT dimensions are supporting tools, personalized learning, supportive organizational culture, social learning, and organizational support. Common among the three computational dimensions is the contributing environmental factor described as supportive organizational culture, with the computational perspectives dimension prevailing among the corpora. The characteristics of computational perspectives and supportive organizational culture suggest a desire for human connection in the attainment of technological skills and knowledge.
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Pitkänen, K. (Kati). "Learning computational thinking and 21st century skills in the context of Fab Lab." Bachelor's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706012320.

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The increasingly automated world has made humans more and more passive consumers. Students are great at using technologies but are not able to design and create artifacts by using technologies. At the same time, programming and computational thinking skills are seen ever more important in society and working life. The new National Core Curriculum for Basic Education in Finland focuses on future skills. It emphasizes pupils’ participation and responsibility of their schoolwork. It aims to regenerate work methods and learning environments used in basic education by using technologies and seeking new inspiring learning environments outside the classroom. The curriculum involves opportunities for pupils to develop their information and communication technology skills in all subjects, where also programming has been integrated as part of the objectives. It aims to respond to the requirements of study, working life, and active citizenship by focusing on to develop students’ transversal competences for commanding and combining different knowledge and skills. The aim of this study is to investigate in theory, how can computational thinking and twenty-first century skills be learnt in the context of maker culture. The study is conducted by a literature review on the maker culture approach in education to see, if there is a possibility to learn these skills in maker activities in the context of Fab Lab Oulu, Finland, which has potential to be new student-centered and technology-enhanced learning environment for schools in Oulu area. The study forms an understanding of growing maker culture phenomenon in education to realize its potential when considering to integrate making into formal education. It indicates differences between two similar but slightly different concepts, maker culture and maker movement, to notice that at first there was a maker culture philosophy, which has been later started to foster by a social movement called maker movement. Then, the study explores the historical and theoretical base of learning by doing and making to understand the roots and nature of maker culture. The study investigates what can maker culture give for education and how can digital fabrication learning activities in the context of Fab Lab Oulu foster and inspire learning computational thinking and 21st century skills. It presents how making cannot only bring about interest in science, technology, engineering and math subjects but also make students understand and connect their knowledge to the world around them. In Fab Lab, they can involve theory to practice, and experience project-based and collaborative learning, for solving meaningful challenges. To boot, they can find how are they able to design and build tangible artifacts and make their ideas become true and thus, be active producers.
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Kim, Victoria Herbst. "Development of an e-Textile Debugging Module to Increase Computational Thinking among Graduate Education Students." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13813742.

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The increased presence of technology in all aspects of daily life makes computational thinking a necessary skill. Predictions say that the rising need for computational thinkers will be unmet by computer science graduates. An e-textile learning module, based on principles of constructionism, was designed as a method to develop computational thinking skills and encourage interest and confidence in the computing fields in both male and female graduate education students. The module leveraged the affordances of the LilyPad Arduino, a technology that allows for the creation of projects that integrate textiles and electronics without soldering. The creation of the learning module relied on design-based research methodologies and followed the use-modify-create principle for the included activities. Multiple data sources were analyzed using The Computational Thinking Rubric for Examining Students’ Project Work to examine artifacts and interactions for indications of computational thinking concepts, practices, and perspectives. Students participated in debugging activities and created their own projects as part of the learning module. Analysis of the learning module activities showed students using computational thinking concepts, engaged in computational thinking practices, and exhibiting computational thinking perspectives. During the coding process, several new computational thinking concepts, practices, and perspectives emerged. There was evidence of both an increase and decrease in confidence among the student participants. Improvements for the next iteration of the learning module were presented and the implications for the study of computational thinking explored. The study helps contradict the shrinking pipeline metaphor by showing that it is possible to encourage interest in computation in university students, not just middle-school students.

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Liebe, Christine Lynn. "An Examination of Abstraction in K-12 Computer Science Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6728.

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Computer scientists have been working towards a common definition of abstraction; however, the instruction and assessment of abstraction remain categorically underresearched. Because abstraction is often cited as a component of computational thinking, abstraction has been summarily likened to a higher order thinking skill. A broad conceptual framework including philosophy, psychology, constructionism, and computational thinking was aligned with the descriptive qualitative design and guided the literature review and data analysis. This qualitative examination of how teachers determine curriculum, deliver instruction, and design assessments in K-12 computer science education provides insight into best practices and variables for future quantitative study. The instructional strategies, objectives, and assessments of twelve K-12 computer science teachers from 3 states were examined in this descriptive qualitative examination of instruction using thematic coding analysis. The majority of teachers had little to no professional development regarding teaching abstraction. All teachers in the study were unsure what student abstraction abilities should be according to grade level. Teachers'€™ understanding of abstraction ranged from very little knowledge to very knowledgeable. The majority of teachers did not actively assess abstraction. Teachers described successfully teaching abstraction through multiple instructional practices and spiraling curriculum. Practical descriptive insights illuminate additional variables to research the instruction of abstraction qualitatively and quantitatively, as well as provide anecdotal instructional successes.
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Books on the topic "Computational thinking education"

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Kong, Siu-Cheung. Computational Thinking Education. Singapore: Springer Nature, 2019.

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Kong, Siu-Cheung, and Harold Abelson, eds. Computational Thinking Education. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6528-7.

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Yadav, Aman, and Ulf Dalvad Berthelsen. Computational Thinking in Education. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003102991.

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Mittermeir, Roland T., and Maciej M. Sysło, eds. Informatics Education - Supporting Computational Thinking. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-69924-8.

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M, Sysło Maciej, and SpringerLink (Online service), eds. Informatics Education - Supporting Computational Thinking: Third International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2008 Torun Poland, July 1-4, 2008 Proceedings. Berlin, Heidelberg: Springer-Verlag Berlin Heidelberg, 2008.

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Abelson, Harold, and Siu-Cheung Kong. Computational Thinking Education. Saint Philip Street Press, 2020.

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Abelson, Harold, and Siu-Cheung Kong. Computational Thinking Education. Springer, 2019.

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Yadav, Aman, and Ulf Dalvad Berthelsen. Computational Thinking in Education. Taylor & Francis Group, 2021.

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Yadav, Aman, and Ulf Dalvad Berthelsen. Computational Thinking in Education. Taylor & Francis Group, 2021.

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Maciej M. Syslo,Roland Mittermeir. Informatics Education - Supporting Computational Thinking. Springer, 2008.

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Book chapters on the topic "Computational thinking education"

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Tedre, Matti, and Peter J. Denning. "Computational Thinking." In Computational Thinking in Education, 1–17. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003102991-1.

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Srinivasa, K. G., Muralidhar Kurni, and Kuppala Saritha. "Computational Thinking." In Springer Texts in Education, 117–46. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-6734-4_6.

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Malyn-Smith, Joyce, and Charoula Angeli. "Computational Thinking." In Encyclopedia of Education and Information Technologies, 333–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_4.

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Malyn-Smith, Joyce, and Charoula Angeli. "Computational Thinking." In Encyclopedia of Education and Information Technologies, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_4-1.

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Stephens, Max, and Djordje M. Kadijevich. "Computational/Algorithmic Thinking." In Encyclopedia of Mathematics Education, 117–23. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_100044.

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Grover, Shuchi. "Computational Thinking Today." In Computational Thinking in Education, 18–40. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003102991-2.

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Stephens, Max, and Djordje M. Kadijevich. "Computational/Algorithmic Thinking." In Encyclopedia of Mathematics Education, 1–6. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77487-9_100044-1.

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Kong, Siu-Cheung, Harold Abelson, and Ming Lai. "Introduction to Computational Thinking Education." In Computational Thinking Education, 1–10. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6528-7_1.

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Tan, Chee Wei, Pei-Duo Yu, and Ling Lin. "Teaching Computational Thinking Using Mathematics Gamification in Computer Science Game Tournaments." In Computational Thinking Education, 167–81. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6528-7_10.

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Lee, Chien-Sing, and Pei-Yee Chan. "Mathematics Learning: Perceptions Toward the Design of a Website Based on a Fun Computational Thinking-Based Knowledge Management Framework." In Computational Thinking Education, 183–200. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6528-7_11.

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Conference papers on the topic "Computational thinking education"

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Grover, Shuchi. "Thinking about Computational Thinking." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3293763.

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McMaster, Kirby, Brian Rague, and Nicole Anderson. "Integrating Mathematical Thinking, Abstract Thinking, and Computational Thinking." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673139.

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Floyd, Lisa Anne. "Computational Thinking in Teacher Education." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3372571.

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Yadav, Aman, Elisa Nadire Caeli, Ceren Ocak, and Victoria Macann. "Teacher Education and Computational Thinking." In ITiCSE 2022: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3502718.3524783.

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Bender, Jeff, Bingpu Zhao, Alex Dziena, and Gail Kaiser. "Learning Computational Thinking Efficiently." In ACE '22: Australasian Computing Education Conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3511861.3511869.

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Morrison, Briana B., Brian Dorn, and Michelle Friend. "Computational Thinking Bins." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287497.

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Tedre, Matti. "Computational Thinking 2.0." In WiPSCE '22: The 17th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3556787.3556788.

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Aiken, John M., Marcos D. Caballero, Scott S. Douglas, John B. Burk, Erin M. Scanlon, Brian D. Thoms, and Michael F. Schatz. "Understanding student computational thinking with computational modeling." In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789648.

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Chowdhury, Bushra. "Understanding Collaborative Computational Thinking." In ICER '15: International Computing Education Research Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2787622.2787736.

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Zipitría, Sylvia da Rosa. "Piaget and Computational Thinking." In the 7th Computer Science Education Research Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3289406.3289412.

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Reports on the topic "Computational thinking education"

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Angevine, Colin, Karen Cator, Jeremy Roschelle, Susan A. Thomas, Chelsea Waite, and Josh Weisgrau. Computational Thinking for a Computational World. Digital Promise, 2017. http://dx.doi.org/10.51388/20.500.12265/62.

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Computers, smartphones, smart systems, and other technologies are woven into nearly every aspect of our daily lives. As computational technology advances, it is imperative that we educate young people and working adults to thrive in a computational world. In this context, the essential question for American education is: In a computational world, what is important to know and know how to do? This paper argues that computational thinking is both central to computer science and widely applicable throughout education and the workforce. It is a skillset for solving complex problems, a way to learn topics in any discipline, and a necessity for fully participating in a computational world. The paper concludes with recommendations for integrating computational thinking across K-12 curriculum.
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Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead. Digital Promise, December 2021. http://dx.doi.org/10.51388/20.500.12265/138.

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Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This report issues two calls to action for educators to design inclusive computing learning opportunities for students: (1) integrate computational thinking into disciplinary learning, and (2) build capacity for computational thinking with shared leadership and professional learning. Inspired by the frameworks, strategies, and examples of inclusive computational thinking integration, readers can take away practical implications to reach learners in their contexts.
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Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead, Quick Start and Discussion Guide. Digital Promise, December 2021. http://dx.doi.org/10.51388/20.500.12265/140.

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We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This quick start and discussion guide is a resource for educators to learn about and build capacity for students to engage in computational thinking.
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Liberman, Babe, and Viki Young. Equity in the Driver’s Seat: A Practice-Driven, Equity-Centered Approach for Setting R&D Agendas in Education. Digital Promise, July 2020. http://dx.doi.org/10.51388/20.500.12265/100.

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Education research is too often based on gaps in published research or the niche interests of researchers, rather than the priority challenges faced by schools and districts. As a result, the education studies that researchers design and publish are often not applicable to schools’ most pressing needs. To spur future research to address the specific equity goals of schools and districts, Digital Promise set out to define and test a collaborative process for developing practice-driven, equity-centered R&D agendas. Our process centered on convening a range of education stakeholders to listen to and prioritize the equity-related challenges that on-the-ground staff are facing, while considering prominent gaps in existing research and solutions. We selected two challenge topics around which to pilot this approach and create sample agendas (adolescent literacy and computational thinking).
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