Progress in computational thinking, and expanding the HPC community

Wing, Jeannette M.; Stanzione, Dan

doi:10.1145/2933410

Cited by 57 publications

(40 citation statements)

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“…According to Shute et al (2017), the notion emerged from 'the constructionist work of Seymour Papert (1980Papert ( , 1991, being first coined as a term in a seminal article by Wing (2006)' (p. 143). Consequently, Wing's work now is often associated with computational thinking (Wing, 2008(Wing, , 2010(Wing, , 2016. Broadly, computational thinking is grounded in a number of elements associated with cognitive processes, one specifically related to abstraction-the ability to 'model the core aspects of complex problems or systems' (Shute et al, 2017, p. 145;Wing, 2010).…”

Section: Literature: the Popular Voice-largely Ignoredmentioning

confidence: 99%

“…Broadly, computational thinking is grounded in a number of elements associated with cognitive processes, one specifically related to abstraction-the ability to 'model the core aspects of complex problems or systems' (Shute et al, 2017, p. 145;Wing, 2010). Indeed, Wing advocates the value of computational thinking to life more generally, and utility in disciplines beyond science, maths and engineering, such that it is considered a new 'literacy' (Wing, 2010(Wing, , 2016.…”

Section: Literature: the Popular Voice-largely Ignoredmentioning

confidence: 99%

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Compulsory coding in education: liberal-humanism, Baudrillard and the ‘problem’ of abstraction

Tamatea

2019

RPTEL

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Internationally, coding is increasingly introduced into primary and junior high schools (children generally aged between 5 and 15) on a compulsory basis, though not all stakeholders support this 'initiative'. In response to the public reception, discussion highlights popular argument around compulsory coding in school education. This is an argument between those supportive (hereafter referred to as the Yes case) and those unsupportive of compulsory coding (hereafter referred to as the No case). But more than simply produce a list of arguments, this discussion contributes to our understanding of this reception by identifying the 'discourses' deployed by both cases (namely, digital ubiquity, disadvantage, and habits of mind discourses) and by providing theoretical framings through which these discourses and their potential implications might be differently understood. Using critical discourse analysis to unpack these discourses shows that while both cases hold to key tenets of liberal-humanism, a commitment to the individual subject, liberty and full participation in the social, it is the Yes case with its stronger commitment to children engaging in abstraction that seems to challenge these. Discussion of this difference is framed by the work of Baudrillard around abstraction, not to 'prove' the validity of Baudrillard's thesis concerning the consequences of humanity's deepening engagement with abstraction, but to provide a broader understanding of this debate, in relation to a trajectory of engagement with abstraction that seems set to intensify.

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Section: Literature: the Popular Voice-largely Ignoredmentioning

confidence: 99%

Section: Literature: the Popular Voice-largely Ignoredmentioning

confidence: 99%

Compulsory coding in education: liberal-humanism, Baudrillard and the ‘problem’ of abstraction

Tamatea

2019

RPTEL

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“…Given the growing importance of CT to a 21 st century education (Guzdial, 2008;Barr, & Stephenson, 2011;Voogt et al, 2015;Wing, & Stanzione, 2016), it is of related interest where and how much the present curriculum addresses CT. This inquiry provides a foundation for effective instruction and assessment of CT concepts, practices and perspectives across disciplines.…”

Section: Is Ct Hiding In Plain Sight?mentioning

confidence: 99%

Hiding in Plain Sight: Identifying Computational Thinking in the Ontario Elementary School Curriculum

Hennessey

Mueller

Beckett

et al. 2017

JCT

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Given a growing digital economy with complex problems, demands are being made for education to address computational thinking (CT) -an approach to problem solving that draws on the tenets of computer science. We conducted a comprehensive content analysis of the Ontario elementary school curriculum documents for 44 CT-related terms to examine the extent to which CT may already be considered within the curriculum. The quantitative analysis strategy provided frequencies of terms, and a qualitative analysis provided information about how and where terms were being used. As predicted, results showed that while CT terms appeared mostly in Mathematics, and concepts and perspectives were more frequently cited than practices, related terms appeared across almost all disciplines and grades. Findings suggest that CT is already a relevant consideration for educators in terms of concepts and perspectives; however, CT practices should be more widely incorporated to promote 21st century skills across disciplines. Future research would benefit from continued examination of the implementation and assessment of CT and its related concepts, practices, and perspectives.

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“…In just a decade, since Wing [1] introduced the concept to the technological community, the movement has been very intense, both in the scientific community and the educational world, as well as in the tools and content available [2]. Thanks to all these efforts, we begin to see signs that the situation is changing, but there are many challenges [3], starting with the still insufficient definition of the concept of CT and its structuring in the classroom [4,5], which involves multiple initiatives by national and international organizations.…”

Section: Introductionmentioning

confidence: 99%

An Evaluation of Open Digital Gaming Platforms for Developing Computational Thinking Skills

Eguíluz¹,

Garaizar²,

Guenaga³

2018

Simulation and Gaming

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Due to business needs and the growing importance of technology in society, in recent years, the concept of computational thinking has emerged, especially focused on its inclusion in compulsory education as a relevant complement, transversal to traditional subjects. In parallel, various initiatives have developed interactive digital tools for learners to meet this type of thinking through a series of activities commonly framed as games. In this chapter, we evaluate many of the existing free access platforms to propose pedagogical, design, and content approaches with which they can be compared.

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Progress in computational thinking, and expanding the HPC community

Abstract: Follow us on Twitter at http://twitter.com/blogCACMThe Communications Web site, http://cacm.acm.org, features more than a dozen bloggers in the BLOG@CACM community. In each issue of Communications, we'll publish selected posts or excerpts.

Cited by 57 publications

References 0 publications

Compulsory coding in education: liberal-humanism, Baudrillard and the ‘problem’ of abstraction

Compulsory coding in education: liberal-humanism, Baudrillard and the ‘problem’ of abstraction

Hiding in Plain Sight: Identifying Computational Thinking in the Ontario Elementary School Curriculum

An Evaluation of Open Digital Gaming Platforms for Developing Computational Thinking Skills

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