A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies

Abstract

Over the past decade, initiatives around the world have introduced computing into K–12 education under the umbrella of computational thinking. While initial implementations focused on skills and knowledge for college and career readiness, more recent framings include situated computational thinking (identity, participation, creative expression) and critical computational thinking (political and ethical impacts of computing, justice). This expansion reflects a revaluation of what it means for learners to be computationally-literate in the 21st century. We review the current landscape of K–12 computing education, discuss interactions between different framings of computational thinking, and consider how an encompassing framework of computational literacies clarifies the importance of computing for broader K–12 educational priorities as well as key unresolved issues.

The transfer effects of computational thinking: A systematic review with meta‐analysis and qualitative synthesis

“…CT is initially defined as a set of cognitive problem-solving skills originating from computer science (Wing, 2006), and gradually the notion of CT has been developed into a new cross-disciplinary literacy, which can be a vehicle for personal expression and can connect with other literacy practices (Kafai & Proctor, 2021). Grover and Pea (2013)…”

“…Computational thinking (CT) has become a key motivator for bringing computer science back into K‐12 schools (Tikva & Tambouris, 2021). CT is initially defined as a set of cognitive problem‐solving skills originating from computer science (Wing, 2006), and gradually the notion of CT has been developed into a new cross‐disciplinary literacy, which can be a vehicle for personal expression and can connect with other literacy practices (Kafai & Proctor, 2021). Grover and Pea (2013) anticipated that a broader perspective of CT is required, emphasizing that it can lead to innovations in various academic fields beyond computer science.…”

“…The results of the review offer a holistic view of the trends in CT transfer research that can be used as a reference for both researchers and instructors. K E Y W O R D S computational thinking, meta-analysis, qualitative synthesis, transfer of learning 1 | INTRODUCTION Computational thinking (CT) has become a key motivator for bringing computer science back into K-12 schools (Tikva & Tambouris, 2021).CT is initially defined as a set of cognitive problem-solving skills originating from computer science (Wing, 2006), and gradually the notion of CT has been developed into a new cross-disciplinary literacy, which can be a vehicle for personal expression and can connect with other literacy practices (Kafai & Proctor, 2021). Grover and Pea (2013)…”

“…Rather than continuing to debate the definition of CT, researchers have attempted to seek similarities among the views and thus inform our understanding of the concept (Voogt et al, 2015). Kafai and Proctor (2021) suggested that CT definitions should be broadened, and it should be viewed as an effective computational literacy approach.…”

A multigroup structural equation modeling analysis of students’ perception, motivation, and performance in computational thinking

“…Computational thinking (CT) is a fundamental problem-solving skill in the twenty first century that can be applied to various educational disciplines and daily life ( Vallance and Towndrow, 2020 ; Kafai and Proctor, 2022 ). Fostering students’ CT development is a significant goal in the field of computer science (CS) education ( Barr and Stephenson, 2011 ; Chen et al, 2017 ).…”