Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead

Abstract

Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This report issues two calls to action for educators to design inclusive computing learning opportunities for students: (1) integrate computational thinking into disciplinary learning, and (2) build capacity for computational thinking with shared leadership and professional learning. Inspired by the frameworks, strategies, and examples of inclusive computational thinking integration, readers can take away practical implications to reach learners in their contexts.

Teaching programming and computational thinking in early childhood education: a case study of content knowledge and pedagogical knowledge

“…In terms of the learning context, researchers indicated that programming and CT are everywhere in children’s lives; integrating programming and CT into their daily routines and tasks, such as brushing teeth, washing hands, or making objects with clay, offers meaningful learning contexts ( Lee and Junoh, 2019 ; Mills et al, 2021 ). However, according to interviews, Ms. Wu solely taught programming and CT through whole-group activities and was unaware of the learning opportunities present in daily activities and other learning domains.…”

“…CT involves the ability to break down complex problems into smaller parts, identify similarities among and within problems, develop step-by-step solutions and so on ( Yang et al, 2022 ; Zeng et al, 2023 ). Programming, on the other hand, is the process of writing codes to implement a particular task or solve a particular problem ( Mills et al, 2021 ). CT and programming are closely intertwined, with each relying on and enhancing the other.…”

“… Lee and Junoh (2019) noted the importance of infusing programming and CT into children’s daily lives and setting up programming centers/corners in early childhood classrooms. Mills et al (2021) emphasized that integrating programming and CT into other learning domains would provide meaningful learning contexts for young children.…”

Retrieval Practices Enhance Computational and Scientific Thinking Skills

“…We are all naturally inclined to employ inductive thinking and deductive thinking in everyday life. They are the two major cognitive competencies at the root of the CT skillset ( Wing, 2006 ; Yaşar et al, 2016 ; Yaşar, 2018 ; Denning and Tedre, 2019 ; Mills et al, 2021 ), which are often cited as abstraction and decomposition skills. We all employ computational thinking by the virtue of having a computational mind.…”

Numerical Problem Solving across the Curriculum with Python and MATLAB Using Interactive Coding Templates: A Workshop for Chemical Engineering Faculty

“…Computational thinking is the pedagogical basis of our workshop. Computational thinking refers to the cognitive processes involved in using computers to solve problems, including but not limited to problem reformulation, recursion/algorithmic thinking, problem decomposition, abstraction, pattern recognition, data visualization and analysis, selection of tools, systematic testing/debugging, automation, and computational modeling [26][27][28][29]. These cognitive processes are useful for learning programming, and they can also be used for improving problem solving more generally with or without a computer.…”