Framing Computational Thinking for Computational Literacies in K-12 Education

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.

Angaben zum Objekt

• Umfang: Seite(n): 6
• Sprache: Englisch
• Anmerkungen: Status: Erstveröffentlichung; begutachtet (peer reviewed) ; 2. Weizenbaum Conference. Berlin, 2019

Verweise und Beziehungen

• Erschienen in: Proceedings of the Weizenbaum Conference 2019 "Challenges of Digital Inequality - Digital Education, Digital Work, Digital Life"

Klassifikation und Themen

• Thema: Publizistische Medien, Journalismus,Verlagswesen ; Technik, Technologie ; Medienpädagogik ; Technikfolgenabschätzung ; Computer ; Informatik ; Programmierung ; Schule ; Medienkompetenz

Beteiligte, Orts- und Zeitangaben

• Ereignis: Geistige Schöpfung
• (wer): Kafai, Yasmin B. ; Proctor, Chris ; Lui, Debora A.
• Ereignis: Veröffentlichung
• (wo): Deutschland, Berlin
• (wann): 2019

Weitere Informationen

• DOI: https://doi.org/10.34669/wi.cp/2.21
• Rechteinformation: GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln
• Letzte Aktualisierung: 21.06.2024, 16:26 MESZ