Abstract
Since Wing (2006) advanced computational thinking (CT) as a way of introducing computer science (CS) ideas to all students, CS and CT education have experienced a resurgence across K-12 settings. This renewed interest is amplified by a number of national curriculum and reform efforts. Specifically, new sets of standards emphasizing CT have been developed and are included in the Next Generation Science Standards (NGSS Lead States, 2013), the International Society for Technology in Education Standards (ISTE) for students (ISTE, 2016), and the Computer Science Teachers Association Standards (CSTA, 2017). Further, a number of research-based curricula (e.g., Computer Science Principles), supported by federal agencies, have emerged that focus on big ideas in CS. Finally, policy initiatives such as CS for All, highlighted the importance of broadening participation in computing, particularly among females, under-represented minorities, and students with disabilities.
Original language | English (US) |
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Pages (from-to) | 333-352 |
Number of pages | 20 |
Journal | Journal of Technology and Teacher Education |
Volume | 26 |
Issue number | 3 |
State | Published - Jul 1 2018 |
Externally published | Yes |