Defining and Designing Computer Science Education in a K12 Public School District

Proctor, C. Patrick; Bigman, Maxwell; Blikstein, Paulo

doi:10.1145/3287324.3287440

Cited by 24 publications

(4 citation statements)

References 13 publications

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“…This is particularly important as CS moves into the K-12 space, which is populated a diverse patchwork of priorities and stakeholders. K-12 CS education advocates invoke a variety of rationales for its importance [3], and recent efforts to design and implement K-12 CS suggest that implementations which fail to deeply engage with this plurality of perspectives may encounter indifference or opposition [50]. We do not advocate that researchers abandon their epistemological commitments but rather suggest that they maintain their distinct theoretical framings while also considering others.…”

Section: Putting the Framings In Dialoguementioning

confidence: 80%

From theory bias to theory dialogue

2020

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T he increased interest in promoting CS education for all has been coalescing around the idea of "computational thinking. " Several framings for promoting computational thinking in K-12 education have been proposed by practitioners and researchers that each place different emphases on either (1) skill and competence building, (2) creative expression and participation, or (3) social justice and ethics. We review each framing and how the framings structure the theory space of computational thinking. We then discuss how CS education can leverage the explanatory potential that each framing offers to the implementation and evaluation of learning, teaching, and tools in computing education. Our goal is to help CS education researchers, teachers, and designers unpack and leverage the complexities of this theory space (rather than ignoring it) while also addressing broader educational concerns regarding diversity, providing new directions for how students and teachers can actively participate in designing their digital futures, and directing current computing education efforts towards a more humanistic orientation.

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Section: Putting the Framings In Dialoguementioning

confidence: 80%

From theory bias to theory dialogue

2020

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“…In this case, there is the forming of an identity of abilities such as institutions as a form of recognition [226], creating a structural, instructional, and curricular learning ecosystem for programs up to partnerships with local organizations, namely a community that forms an ecosystem based on equity [227]. Thus, computer science is a science with a core discipline in education through defining and formulating scientific goals [228]. Therefore, computer science is a science that has given birth to scientists with the most desirable careers in the world [229].…”

Section: B Discussion: Accumulation and Spread -The Growth Overviewmentioning

confidence: 99%

Computer Science

Nasution¹,

Hidayat²,

Syah³

2022

International Journal on Advanced Science, Engineering and Information Technology

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Possible for science itself, conceptually, to have and will understand differently, let alone science also seen as technology, such as computer science. After all, science and technology are viewpoints diverse by either individual, community, or social. Generally, it depends on socioeconomic capabilities. So it is with computer science has become a phenomenon and fashionable, where based on the stream of documents, various issues arise in either its theory or implementation, adapting different communities, or designing curriculum holds in the education system. Generally, there are gaps between rich and poor, masculine and feminine, and basic sciences, engineering, and social sciences in accessing and using computer science. In particular, there have been various developments in hardware, software, and brain-ware from computer science in the application. There are recurring problems shortly, in the same or different places, both in developed and technologically lagging countries. Although computer science is still new, it has provided various innovations through research, which is proven by many documents. Therefore, following the growth of computer science -documents in the reputable indexed database, Scopus -there are clues for showing the trends. That is, dividing documents into three-time sessions: sloping, increasing and decreasing. That is by using a growth graphic. Then equip it with some parameters: topics and the weights from hit counts of databases. It gives the meaning as an interpretation to support the reviews. Therefore, this paper will provide a commentary related to that growth. It is for showing that despite the spread of studies, at the last time-session, the issues were always present simultaneously at the same time in accumulation. That is for describing a study title of computer science about what the world already has, going, and will understand about computer science. It is a view regarding its philosophy, basic science, applications, and technology as concepts and solutions that make computer science the primary foundation for skills and professions in the 21 st century through the education system. Therefore, other scientific fields such as informatics, computer engineering, information science, information technology, and data science, which are at the crossroads of computer science, are also scientific fields that raise different issues.

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“…Rather than positioning the cultures and political priorities of a school’s community as external to learning or as resources to be appropriated to catalyze learning, a computational literacies approach recognizes a school community as stakeholders in shaping what it means to practice CS at that school. In practice, equitably including stakeholders in defining and designing CS requires sustained outreach (Proctor et al, 2019), but we imagine many articulations of CS flourishing at different schools, each reflecting the voices of its community.…”

Section: Priorities For K–12 Inquiriesmentioning

confidence: 99%

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

Kafai

Proctor

2021

Educational Researcher

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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.

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Defining and Designing Computer Science Education in a K12 Public School District

Cited by 24 publications

References 13 publications

From theory bias to theory dialogue

From theory bias to theory dialogue

Computer Science

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

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