LEADER 03507oam 22005172 450 001 9910901898403321 005 20240415173420.1 010 $a0-262-37864-7 010 $a0-262-37865-5 035 $a(MiAaPQ)EBC30717338 035 $a(Au-PeEL)EBL30717338 035 $a(CKB)30384778100041 035 $a(OCoLC)1396194166 035 $a(OCoLC-P)1396194166 035 $a(MaCbMITP)14041 035 $a(EXLCZ)9930384778100041 100 $a20230820d2024 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aComputational thinking curricula in K-12 $einternational implementations /$fedited by Harold Abelson and Siu-Cheung Kong 205 $a1st ed. 210 1$aCambridge, Massachusetts :$cThe MIT Press,$d[2024] 215 $a1 online resource (0 pages) 311 $a0-262-54805-4 330 $aAn international overview of how policy makers, curriculum developers, and school practitioners can integrate computational thinking into K-12 curricula.In today's digital society, computational thinking (CT) is a critical component of all children's education. In Computational Thinking Curricula in K-12, editors Harold Abelson and Siu-Cheung Kong present a range of professional perspectives on the most effective ways to integrate CT into school curricula. Their edited volume, which offers an overview of educational policy, curriculum development, school implementation, and classroom practice, will appeal especially to policy makers, curriculum developers, school practitioners, and educational researchers. The essays cover twelve countries and regions across three continents: Australia, China, Finland, Hong Kong, India, Israel, New Zealand, Singapore, South Korea, Spain, Taiwan, and the United Kingdom, with a particular emphasis on Asia. A companion to the editors' earlier Computational Thinking Education in K-12, this book consists of two sections: 1) educational policy and curriculum development and 2) school implementation and classroom practice. The authors delve into issues of regional history; governmental planning; official initiatives; leadership commitment; curriculum design; pedagogical implementation; equity, diversity, and inclusion; assessment, including longitudinal assessment across age groups; formal and informal learning approaches to CT; and teacher development. Specific topics include core competencies and CT education, robotics education and CT, AI and CT, and game-based platforms for computational problem-solving. The varying ways that CT is being integrated into the early grades, in particular, presents an interesting case study in international comparative education. 606 $aComputer science$xStudy and teaching$vCase studies 606 $aProblem solving$xStudy and teaching$vCase studies 606 $aElectronic data processing$xStudy and teaching$vCase studies 610 $aEDUCATION / Essays 610 $aEDUCATION / Curricula 610 $aEDUCATION / Computers & Technology 615 0$aComputer science$xStudy and teaching 615 0$aProblem solving$xStudy and teaching 615 0$aElectronic data processing$xStudy and teaching 676 $a004.071 702 $aAbelson$b Harold 702 $aKong$b Siu Cheung 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910901898403321 996 $aComputational thinking curricula in K-12$94273486 997 $aUNINA