Framing Computational Thinking for Computational Literacies in K-12 Education

Abstract: The last decade has seen an increased interest in promoting computing education for all, focused on the idea of “computational thinking.” Currently, three framings for promoting computational thinking in K-12 education have been proposed, emphasizing either (1) skill and competency building, (2) creative expression and participation, or (3) social justice and reflection. While each of these emphases is valuable and needed, their narrow focus can obscure important issues and miss critical transformational opportunities for empowering students as competent, creative, and critical agents. We argue that these computational framings should be seen as literacies, thereby historicizing and situating computer science with respect to broader educational concerns and providing new directions for how schools can help students to actively participate in designing their digital futures

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource, 6 S.
• Language: Englisch
• Notes: Erstveröffentlichung ; begutachtet (peer reviewed) ; In: Proceedings of the Weizenbaum Conference 2019 "Challenges of Digital Inequality - Digital Education, Digital Work, Digital Life". 2019. S. 6

Classification and Topics

• Classification: Erziehung, Schul- und Bildungswesen

Contributors, Places and Time

• Event: Veröffentlichung
• (where): Berlin
• (when): 2019
• Creator: Kafai, Yasmin B. ; Proctor, Chris ; Lui, Debora A.

Further information

• DOI: 10.34669/wi.cp/2.21
• URN: urn:nbn:de:101:1-2019071015153916541707
• Rights: Open Access; Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 25.03.2025, 1:42 PM CET