Computational Thinking Curricula in K12

An international overview of how policy makers, curriculum developers, and school practitioners can integrate computational thinking into K–12 curricula.

In today&rsquo;s digital society, computational thinking (CT) is a critical component of all children&rsquo;s education. In <Computational Thinking Curricula in K&ndash;12, <editors Harold Abelson and Siu-Cheung Kong present a range of professional perspectives on the most effective ways to integrate CT into school curricula. Their edited volume, which offers an overview of educational policy, curriculum development, school implementation, and classroom practice, will appeal especially to policy makers, curriculum developers, school practitioners, and educational researchers. The essays cover twelve countries and regions across three continents: Australia, China, Finland, Hong Kong, India, Israel, New Zealand, Singapore, South Korea, Spain, Taiwan, and the United Kingdom, with a particular emphasis on Asia.

A companion to the editors&rsquo; earlier <Computational Thinking Education in K&ndash;12,< this book consists of two sections: 1) educational policy and curriculum development and 2) school implementation and classroom practice. The authors delve into issues of regional history; governmental planning; official initiatives; leadership commitment; curriculum design; pedagogical implementation; equity, diversity, and inclusion; assessment, including longitudinal assessment across age groups; formal and informal learning approaches to CT; and teacher development. Specific topics include core competencies and CT education, robotics education and CT, AI and CT, and game-based platforms for computational problem-solving. The varying ways that CT is being integrated into the early grades, in particular, presents an interesting case study in international comparative education.

Auteur

edited by Harold Abelson and Siu-Cheung Kong

Contenu

Introduction vii
Siu-Cheung Kong, Harold Abelson, and Wai-Ying Kwok

I Educational Policy and Curriculum&#160;Development for Computational Thinking Education K-12
1 Computational Thinking Education in the UK: A Teacher's Perspective 3
Jeremy Scott
2 Computational Thinking Education in Hong Kong 33
Siu-Cheung Kong and Wai-Ying Kwok
3 A Core-Competency-Oriented Computational Thinking Education in China 55
Xiaozhe Yang and Youqun Ren
4 Computational Thinking and the New Curriculum Standards of Information Technology for Senior High Schools in China 71
Ronghuai Huang, Junfeng Yang, Guangde Xiao, and Hui Zhang
5 Computational Thinking Curricula in Australia and New Zealand 85
Tim Bell, Rebecca Vivian, and Katrina Falkner
6 Computational Thinking Assessment: A Developmental Approach 121
Marcos Roman-Gonzalez and Juan-Carlos Perez-Gonzalez
7 Pathways of Computing Education: Formal and Informal Approaches 143
Chee-Kit Looi, Shiau-Wei Chan, Peter Seow, Longkai Wu, and Bimlesh Wadhwa
8 Software Education in South Korea for Cultivating Computational Thinking: Opportunities and Challenges 165
Hyo-Jeong So, Dongsim Kim, and Dahyeon Ryoo
II School Implementation and Classroom Practice of Computational Thinking Curricula in K-12
9 Learning Computational Thinking in Co-Creation Projects with Modern Educational Technology: Experiences from Finland 189
Kati Makitalo, Matti Tedre, Jari Laru, Teemu Valtonen, Megumi Iwata, and Jussi Koivisto
10 Integrating Design Thinking into K-12 Computational Thinking Classrooms in Taiwan: Practices of Collaborative Robotics Projects 207
Ju-Ling Shih
11 Plethora of Skills: A Game-Based Platform for Introducing and Practicing Computational Problem Solving 229
Michal Armoni, Judith Gal-Ezer, David Harel, Rami Marelly, and Smadar Szekely
12 TA to AI: Tinkering Approach to Artificial Intelligence and Computational Thinking Education in Indian Schools 251
Ashutosh Raina, Ronak Jogeshwar, Yudhisther Yadav, Sridhar Iyer
13 Case Studies of Computational Thinking Education and Robotics Education in China 285
Su Wang and Jia Li
Contributors 299
Index 303