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Computational thinking (CT): on weaving it in
Technical Symposium on Computer Science Education (2009)
  • Paul Curzon, Queen Mary University of London
  • Joan Peckham, National Science Foundation
  • Harriet G. Taylor, National Science Foundation
  • Amber Settle, DePaul University
  • Eric Roberts, Stanford University
Computing offers essential problem-solving tools needed for contemporary challenges. The role of computing in education, and appropriate pathways for modern students, are of concern [10]. Educators recognize the importance of improving information technology (IT) skills and fluency, and studies have developed guidelines [7][8], but the analytical concepts and tools of computing have benefits beyond IT fluency. CT [12] continues earlier discussions on the nature of computing, [3][9]. This has helped the computing community to strengthen definition of the problem solving skills that computing brings to society, through education, outreach, and research. Recently, CT has served as a basis for several efforts aimed at more precise, deeper and wider interpretation of computing. This includes attention to K-12 curricula, general education at colleges and universities, and interdisciplinary research and tech. transfer. This panel discusses general US CT developments, then specific panelist activities, and ends with questions and discussion.
  • Computational Thinking,
  • Curriculum,
  • Education
Publication Date
July 6, 2009
Publisher Statement
Citation Information
Paul Curzon, Joan Peckham, Harriet G. Taylor, Amber Settle, et al.. "Computational thinking (CT): on weaving it in" Technical Symposium on Computer Science Education Vol. 41 Iss. 3 (2009) p. 201 - 202
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