{"product_id":"computational-thinking-curricula-in-k12-isbn-9780262548052","title":"Computational Thinking Curricula in K–12","description":"\u003cb\u003eAn international overview of how policy makers, curriculum developers, and school practitioners can integrate computational thinking into K–12 curricula.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eIn today’s digital society, computational thinking (CT) is a critical component of all children’s education. In \u003ci\u003eComputational Thinking Curricula in K–12, \u003c\/i\u003eeditors 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.\u003cbr\u003e\u003cbr\u003eA companion to the editors’ earlier \u003ci\u003eComputational Thinking Education in K–12,\u003c\/i\u003e 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.Introduction vii\u003cbr\u003eSiu-Cheung Kong, Harold Abelson, and Wai-Ying Kwok\u003cbr\u003e\u003cbr\u003eI Educational Policy and Curriculum Development for Computational Thinking Education K-12\u003cbr\u003e1 Computational Thinking Education in the UK: A Teacher's Perspective 3\u003cbr\u003eJeremy Scott\u003cbr\u003e2 Computational Thinking Education in Hong Kong 33\u003cbr\u003eSiu-Cheung Kong and Wai-Ying Kwok\u003cbr\u003e3 A Core-Competency-Oriented Computational Thinking Education in China 55\u003cbr\u003eXiaozhe Yang and Youqun Ren\u003cbr\u003e4 Computational Thinking and the New Curriculum Standards of Information Technology for Senior High Schools in China 71\u003cbr\u003eRonghuai Huang, Junfeng Yang, Guangde Xiao, and Hui Zhang\u003cbr\u003e5 Computational Thinking Curricula in Australia and New Zealand 85\u003cbr\u003eTim Bell, Rebecca Vivian, and Katrina Falkner\u003cbr\u003e6 Computational Thinking Assessment: A Developmental Approach 121\u003cbr\u003eMarcos Roman-Gonzalez and Juan-Carlos Perez-Gonzalez\u003cbr\u003e7 Pathways of Computing Education: Formal and Informal Approaches 143\u003cbr\u003eChee-Kit Looi, Shiau-Wei Chan, Peter Seow, Longkai Wu, and Bimlesh Wadhwa\u003cbr\u003e8 Software Education in South Korea for Cultivating Computational Thinking: Opportunities and Challenges 165\u003cbr\u003eHyo-Jeong So, Dongsim Kim, and Dahyeon Ryoo\u003cbr\u003eII School Implementation and Classroom Practice of Computational Thinking Curricula in K-12\u003cbr\u003e9 Learning Computational Thinking in Co-Creation Projects with Modern Educational Technology: Experiences from Finland 189\u003cbr\u003eKati Makitalo, Matti Tedre, Jari Laru, Teemu Valtonen, Megumi Iwata, and Jussi Koivisto\u003cbr\u003e10 Integrating Design Thinking into K-12 Computational Thinking Classrooms in Taiwan: Practices of Collaborative Robotics Projects 207\u003cbr\u003eJu-Ling Shih\u003cbr\u003e11 Plethora of Skills: A Game-Based Platform for Introducing and Practicing Computational Problem Solving 229\u003cbr\u003eMichal Armoni, Judith Gal-Ezer, David Harel, Rami Marelly, and Smadar Szekely\u003cbr\u003e12 TA to AI: Tinkering Approach to Artificial Intelligence and Computational Thinking Education in Indian Schools 251\u003cbr\u003eAshutosh Raina, Ronak Jogeshwar, Yudhisther Yadav, Sridhar Iyer\u003cbr\u003e13 Case Studies of Computational Thinking Education and Robotics Education in China 285\u003cbr\u003eSu Wang and Jia Li\u003cbr\u003eContributors 299\u003cbr\u003eIndex 303Harold Abelson is Professor of Electrical Engineering and Computer Science at MIT.\u003cbr\u003e\u003cbr\u003eSiu-Cheung Kong is Research Chair Professor of e-Learning and Digital Competency at the Education University of Hong Kong.\u003cbr\u003eTogether they are the editors of \u003ci\u003eComputational Thinking Education in K–12\u003c\/i\u003e (MIT Press).","brand":"The MIT Press","offers":[{"title":"Default Title","offer_id":46305242087653,"sku":"NP9780262548052","price":60.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780262548052.jpg?v=1767724016","url":"https:\/\/k12savings.com\/es\/products\/computational-thinking-curricula-in-k12-isbn-9780262548052","provider":"K12savings","version":"1.0","type":"link"}