Computational Thinking Curricula in K–12
An international overview of how policy makers, curriculum developers, and school practitioners can integrate computational thinking into K–12 curricula.In today's digital society, computational thinking (CT) is a critical component of all children's education. In Computational Thinking Curricula in...
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| Formato: | Online |
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| Idioma: | inglês |
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The MIT Press
2024
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| Acesso em linha: | ONIX_20241025_9780262378642_133 |
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| _version_ | 1869515644284698624 |
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| collection | Directory of Open Access Books |
| description | An international overview of how policy makers, curriculum developers, and school practitioners can integrate computational thinking into K–12 curricula.In today's digital society, computational thinking (CT) is a critical component of all children's education. In Computational Thinking Curricula in K–12, editors Harold Abelson and Siu-Cheung Kong present a range of professional perspectives on the most effective ways to integrate CT into school curricula. Their edited volume, which offers an overview of educational policy, curriculum development, school implementation, and classroom practice, will appeal especially to policy makers, curriculum developers, school practitioners, and educational researchers. The essays cover twelve countries and regions across three continents: Australia, China, Finland, Hong Kong, India, Israel, New Zealand, Singapore, South Korea, Spain, Taiwan, and the United Kingdom, with a particular emphasis on Asia. A companion to the editors' earlier Computational Thinking Education in K–12, this book consists of two sections: 1) educational policy and curriculum development and 2) school implementation and classroom practice. The authors delve into issues of regional history; governmental planning; official initiatives; leadership commitment; curriculum design; pedagogical implementation; equity, diversity, and inclusion; assessment, including longitudinal assessment across age groups; formal and informal learning approaches to CT; and teacher development. Specific topics include core competencies and CT education, robotics education and CT, AI and CT, and game-based platforms for computational problem-solving. The varying ways that CT is being integrated into the early grades, in particular, presents an interesting case study in international comparative education. |
| format | Online |
| id | doab-20.500.12854ir-146755 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | The MIT Press |
| publisherStr | The MIT Press |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1467552024-10-25T13:19:44Z Computational Thinking Curricula in K–12 Abelson, Harold Kong, Siu-Cheung Computational Thinking Curricula K-12 Education Implementations International Education Educational technology Instruction Learning Teaching education policy Asia Europe Oceania thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::J Society and Social Sciences::JN Education::JNV Educational equipment and technology, computer-aided learning (CAL) An international overview of how policy makers, curriculum developers, and school practitioners can integrate computational thinking into K–12 curricula.In today's digital society, computational thinking (CT) is a critical component of all children's education. In Computational Thinking Curricula in K–12, editors Harold Abelson and Siu-Cheung Kong present a range of professional perspectives on the most effective ways to integrate CT into school curricula. Their edited volume, which offers an overview of educational policy, curriculum development, school implementation, and classroom practice, will appeal especially to policy makers, curriculum developers, school practitioners, and educational researchers. The essays cover twelve countries and regions across three continents: Australia, China, Finland, Hong Kong, India, Israel, New Zealand, Singapore, South Korea, Spain, Taiwan, and the United Kingdom, with a particular emphasis on Asia. A companion to the editors' earlier Computational Thinking Education in K–12, this book consists of two sections: 1) educational policy and curriculum development and 2) school implementation and classroom practice. The authors delve into issues of regional history; governmental planning; official initiatives; leadership commitment; curriculum design; pedagogical implementation; equity, diversity, and inclusion; assessment, including longitudinal assessment across age groups; formal and informal learning approaches to CT; and teacher development. Specific topics include core competencies and CT education, robotics education and CT, AI and CT, and game-based platforms for computational problem-solving. The varying ways that CT is being integrated into the early grades, in particular, presents an interesting case study in international comparative education. 2024-10-25T13:19:43Z 2024-10-25T13:19:43Z 2024 book ONIX_20241025_9780262378642_133 9780262378642 9780262548052 https://directory.doabooks.org/handle/20.500.12854/146755 eng The MIT Press image/jpeg n/a https://doi.org/10.7551/mitpress/14041.001.0001 The MIT Press The MIT Press 10.7551/mitpress/14041.001.0001 10.7551/mitpress/14041.001.0001 ae0cf962-f685-4933-93d1-916defa5123d 9780262378642 9780262548052 The MIT Press 322 Cambridge open access |
| spellingShingle | Computational Thinking Curricula K-12 Education Implementations International Education Educational technology Instruction Learning Teaching education policy Asia Europe Oceania thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::J Society and Social Sciences::JN Education::JNV Educational equipment and technology, computer-aided learning (CAL) Computational Thinking Curricula in K–12 |
| title | Computational Thinking Curricula in K–12 |
| title_full | Computational Thinking Curricula in K–12 |
| title_fullStr | Computational Thinking Curricula in K–12 |
| title_full_unstemmed | Computational Thinking Curricula in K–12 |
| title_short | Computational Thinking Curricula in K–12 |
| title_sort | computational thinking curricula in k 12 |
| topic | Computational Thinking Curricula K-12 Education Implementations International Education Educational technology Instruction Learning Teaching education policy Asia Europe Oceania thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::J Society and Social Sciences::JN Education::JNV Educational equipment and technology, computer-aided learning (CAL) |
| topic_facet | Computational Thinking Curricula K-12 Education Implementations International Education Educational technology Instruction Learning Teaching education policy Asia Europe Oceania thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::J Society and Social Sciences::JN Education::JNV Educational equipment and technology, computer-aided learning (CAL) |
| url | ONIX_20241025_9780262378642_133 |