Viewpoint from computational thinking to computational action

Michael Benjamin Tissenbaum, Josh Sheldon, Hal Abelson

Research output: Contribution to journalReview article

Abstract

COMPUTATIONAL ACTION, A new framing for computing education, proposes that while learning about computing, young people should also have opportunities to create with computing that have direct impact on their lives and their communities. In this Viewpoint, we outline two key dimensions of computational action-computational identity and digital empowerment-and further argue that by focusing on computational action in addition to computational thinking, we can make computing education more inclusive, motivating, and empowering for young learners. Learners have the capacity to develop computational products that can have authentic impact in their lives from the moment they begin learning to code, all they need is to be situated in contexts that allow them to do so.

Original languageEnglish (US)
Pages (from-to)34-36
Number of pages3
JournalCommunications of the ACM
Volume62
Issue number3
DOIs
StatePublished - Mar 2019

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Education computing

ASJC Scopus subject areas

  • Computer Science(all)

Cite this

Viewpoint from computational thinking to computational action. / Tissenbaum, Michael Benjamin; Sheldon, Josh; Abelson, Hal.

In: Communications of the ACM, Vol. 62, No. 3, 03.2019, p. 34-36.

Research output: Contribution to journalReview article

Tissenbaum, Michael Benjamin ; Sheldon, Josh ; Abelson, Hal. / Viewpoint from computational thinking to computational action. In: Communications of the ACM. 2019 ; Vol. 62, No. 3. pp. 34-36.
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