Computational Thinking Curricula in K–12

International Implementations

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  • An
  • international
  • overview
  • of
  • how
  • policy
  • makers,
  • curriculum
  • developers,
  • and
  • school
  • practitioners
  • can
  • integrate
  • computational
  • thinking
  • into
  • K–12
  • curricula.In
  • today’s
  • digital
  • society,
  • computational
  • thinking
  • (CT)
  • is
  • a
  • critical
  • component
  • of
  • all
  • children’s
  • education.
  • In
  • Computational
  • Thinking
  • Curricula
  • in
  • K–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’
  • earlier
  • Computational
  • Thinking
  • Education
  • in
  • K–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.
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