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A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies

Kafai, Yasmin B. ; Proctor, Chris

Educational Researcher, 2022-03, Vol.51 (2), p.146-151 [Periódico revisado por pares]

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Título:
A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies
Autor: Kafai, Yasmin B. ; Proctor, Chris
Assuntos: Computer literacy ; Computer science ; Creativity ; Critical theory ; Education ; Ethics ; Learning ; Problem solving
É parte de: Educational Researcher, 2022-03, Vol.51 (2), p.146-151
Descrição: Over the past decade, initiatives around the world have introduced computing into K–12 education under the umbrella of computational thinking. While initial implementations focused on skills and knowledge for college and career readiness, more recent framings include situated computational thinking (identity, participation, creative expression) and critical computational thinking (political and ethical impacts of computing, justice). This expansion reflects a revaluation of what it means for learners to be computationally-literate in the 21st century. We review the current landscape of K–12 computing education, discuss interactions between different framings of computational thinking, and consider how an encompassing framework of computational literacies clarifies the importance of computing for broader K–12 educational priorities as well as key unresolved issues.
Editor: Los Angeles, CA: SAGE Publications
Idioma: Inglês

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