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.

Object Details

• Extent: Seite(n): 6
• Language: Englisch
• Notes: Status: Erstveröffentlichung; begutachtet (peer reviewed) ; 2. Weizenbaum Conference. Berlin, 2019

References and Relationships

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

Classification and Topics

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

Contributors, Places and Time

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

Further information

• DOI: https://doi.org/10.34669/wi.cp/2.21
• Rights: GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln
• Last update: 21.06.2024, 4:26 PM CEST