New Programming Paradigms

R. Benjamin Shapiro, Mike Tissenbaum

Research output: Chapter in Book/Report/Conference proceedingChapter


This chapter examines how changes in prevailing programming paradigms necessitate a fundamental reexamination of what we teach novice programmers and how we go about teaching them. Classical approaches to computation were linear, deterministic, explicitly human-constructed, and local; these properties were well-matched to computing education that emphasized skills like creating algorithms and data structures, and reasoning about sequential execution. However, already widespread or emerging computing paradigms such as machine learning, distributed systems, and quantum computing indicate a need to shift computing education away from the traditional epistemology of computing in computing education. Furthermore, the ubiquity of computing applications in daily life motivates a growth in the curriculum beyond a focus on learning specific skills and facts decoupled from real world applications, towards a utilitarian approach that has students learn computing through the process of building personally meaningful computing artifacts. We exemplify this shift through examples of how these new paradigms can fit within current educational settings.

Original languageEnglish (US)
Title of host publicationThe Cambridge Handbook of Computing Education Research
EditorsSally A. Fincher, Anthony V. Robins
PublisherCambridge University Press
Number of pages31
ISBN (Electronic)9781108654555
ISBN (Print)9781108496735, 9781108721899
StatePublished - Feb 21 2019

ASJC Scopus subject areas

  • General Social Sciences


Dive into the research topics of 'New Programming Paradigms'. Together they form a unique fingerprint.

Cite this