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Computational Thinking in K-12: Defining the Space

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Malyn-Smith, J., Coulter, B., Denner, J., Lee, I., Stiles, J. & Werner, L. (2010). Computational Thinking in K-12: Defining the Space. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3479-3484). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33912.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
ISBN 1-880094-78-9
  David Gibson & Bernie Dodge
AACE

More Information on SITE
Table of Contents

Authors

Joyce Malyn-Smith, Education Development Center, United States; Bob Coulter, Missouri Botanical Garden, United States; Jill Denner, Education, Training, Research (ETR) Associates, United States; Irene Lee, Sante Fe Institute, United States; Joel Stiles, Pittsburgh Supercomputing Center, United States; Linda Werner, University of California, Santa Cruz, United States

Abstract

“Computational thinking is creating and making use of different levels of abstraction to understand and solve problems more effectively; thinking algorithmically; and understanding the consequences of scale” (Carnegie Mellon University Center for Computational Thinking). Many educators simply say that computational thinking means thinking like a computer scientist. What does that mean for youth who have access to sophisticated technology tools and systems in school and during out of school time? Why is this emerging as an important issue in Workforce Education? This paper will help to provide a theoretical framework for defining Computational Thinking and explore what Computational Thinking looks like in the K-12 experience, present the workforce education implication of nurturing Computational Thinking throughout the K-12 experience, and offer examples of assessment strategies designed to measure Computational Thinking among middle school students.

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