Coding Across the Curriculum

2020 ◽  
pp. 214-227
Author(s):  
Janna Jackson Kellinger
Keyword(s):  
Computer Science ◽  
21St Century ◽  
Teacher Educators ◽  
Computational Thinking ◽  
Boolean Logic ◽  
Content Areas ◽  
Do So ◽  
Computer Programmer

This chapter explores why teacher educators should teach teachers how to integrate coding across content areas and how to do so by applying concepts of computational thinking such as using algorithms, flowcharts, and Boolean logic to all fields. Teaching teachers how to teach coding across the content areas offers opportunities to diversify people in a field where intimidation, discrimination, and lack of opportunities has effectively kept the field of programming largely white or Asian and male. In addition, as our lives become more and more infused with technology, Rushkoff warns that we either learn how to program or become programmed. This means that not everyone needs to become a computer programmer, but everyone needs to understand how programming computers works. In other words, coding across content areas would help prepare all students, not just those pursuing the field of computer science, for the 21st century.

Cultivating Global Competencies for the 21st Century Classroom

2016 ◽  
Vol 8 (1) ◽  
pp. 69-77 ◽  
Author(s):  
Melda N. Yildiz ◽  
Deniz Palak
Keyword(s):  
Critical Pedagogy ◽  
21St Century ◽  
Global Education ◽  
Teacher Educators ◽  
Research Study ◽  
Participatory Action ◽  
Global Competency ◽  
Content Areas ◽  
Innovative Technologies ◽  
21St Century Classroom

This participatory action research study aims to advance teachers' knowledge of innovative technologies as a means to promote global competency skills. This research aims to advance scientific knowledge of Transformative Critical Pedagogy as a means to promote heutagogy through the lens of innovative technologies in global education context while redefining education and developing “transformative educator model” that integrate global education into the 21st century classrooms. It studied over 10 pre-service teachers, 2 in-service teachers and 3 teacher educators, and documented their transformative, inclusive, multilingual, multicultural projects across content areas.

Computational Thinking in Innovative Computational Environments and Coding

2018 ◽  
pp. 2392-2401
Author(s):  
Alberto Ferrari ◽  
Agostino Poggi ◽  
Michele Tomaiuolo
Keyword(s):  
High School ◽  
Primary School ◽  
Computer Science ◽  
Human Behavior ◽  
21St Century ◽  
Scientific Community ◽  
Basic Skills ◽  
Computational Thinking ◽  
Academic Courses ◽  
The Three Rs

The concept of Computational Thinking has been discussed for several decades and in recent years has been brought to the attention of the scientific community by Jeanette Wing. Her article presents Computational Thinking as “a way of solving problems, designing systems, and understanding human behavior that draws on concepts fundamental to computer science”. The importance of Computational Thinking places it among the basic skills for 21st century, together with reading, writing and calculation, that every person will have to master, so it is important to teach it already in primary school. As the invention of printing facilitated the spread of the three Rs (reading, writing and arithmetic) the technology must lead to the spread of Computational Thinking. This chapter will introduce the research on Computational Thinking and, in particular, the works on innovative computational environments, and will describe the situation of the education to CT in high school and in academic courses.

Learning Coding Through Gaming

2022 ◽  
pp. 888-904
Author(s):  
Janna Jackson Kellinger
Keyword(s):  
Video Games ◽  
21St Century ◽  
Computer Programming ◽  
Computational Thinking ◽  
Game Based Learning ◽  
Near Transfer ◽  
Essential Skills ◽  
Do So

This chapter begins by arguing that computational thinking and coding should be included as two more C's in the Partnership for 21st Century Learning's list of essential skills. It does so by examining how coding and computational thinking can be used to manipulate people. It argues that gaming uses all the C's, including the two new ones proposed. It then explores connections between playing video games and computer programming. It claims that game-based learning would be an optimal way to leverage these connections to teach coding and describes ways in which to do so, including specific challenges that could be included in game-based learning and a sequence of introducing them so students can “level up.” It briefly examines different coding games and describes ways in which educators can create their own coding games. It concludes by arguing that educators can make the connections between gamer thinking and computational thinking visible, use games designed to teach coding, or create their own coding games to take advantage of near transfer.

Cultivating Global Competencies for the 21st Century Classroom

2018 ◽  
pp. 658-667
Author(s):  
Melda N. Yildiz ◽  
Deniz Palak
Keyword(s):  
Critical Pedagogy ◽  
21St Century ◽  
Scientific Knowledge ◽  
Global Education ◽  
Teacher Educators ◽  
Participatory Action ◽  
Global Competency ◽  
Content Areas ◽  
Innovative Technologies ◽  
21St Century Classroom

This participatory action research study aims to advance teachers' knowledge of innovative technologies as a means to promote global competency skills. This research aims to advance scientific knowledge of Transformative Critical Pedagogy as a means to promote heutagogy through the lens of innovative technologies in global education context while redefining education and developing “transformative educator model” that integrate global education into the 21st century classrooms. It studied over 10 pre-service teachers, 2 in-service teachers and 3 teacher educators, and documented their transformative, inclusive, multilingual, multicultural projects across content areas.

scholarly journals Integrating Computational Thinking into Elementary Science Curriculum: an Examination of Activities that Support Students’ Computational Thinking in the Service of Disciplinary Learning

2019 ◽  
Vol 29 (1) ◽  
pp. 53-64
Author(s):  
Kevin P Waterman ◽  
Lynn Goldsmith ◽  
Marian Pasquale
Keyword(s):  
Computer Science ◽  
Elementary Science ◽  
Teacher Educators ◽  
Mathematics Curriculum ◽  
Science Curriculum ◽  
Data Gathering ◽  
Computational Thinking ◽  
State Level ◽  
Teachers And Students ◽  
And Mathematics

AbstractUsing an example of a grade 3 science unit about population changes during competition for resources, we describe how we integrated computational thinking (CT) into existing curriculum identifying three levels of depth of integration: identifying connections that already exist, enhancing and strengthening connections, and extending units to include activities that more explicitly develop students’ CT. We discuss students’ understanding of the relationship between a simple model of an ecosystem and the actual phenomenon it represents, their engagement with the unit’s data-gathering and data analysis activities, their ability to engage in sense-making regarding data they generated and analyzed, and how collectively the study supports their understanding of the complex system. This example module is part of “Broadening Participation of Elementary School Teachers and Students in Computer Science through STEM Integration and Statewide Collaboration,” a National Science Foundation-funded collaboration among Massachusetts teacher educators, researchers, teachers, and state-level education administrators that developed and implemented a number of elementary grade, CT-integrated science and mathematics curriculum modules. Collectively, these modules are designed to develop practices related to several key CT topics: abstraction, data, modeling and simulation, and algorithms. These CT topics support the development of core skills related to, but not exclusively the domain of, computer science. The strategy of integrating CT into core elementary STEM subject areas was intended to cultivate CT practices in support of science learning.

scholarly journals Hiding in Plain Sight: Identifying Computational Thinking in the Ontario Elementary School Curriculum

2017 ◽  
Vol 6 (1) ◽  
pp. 79 ◽  
Author(s):  
Eden J.V. Hennessey ◽  
Julie Mueller ◽  
Danielle Beckett ◽  
Peter A. Fisher
Keyword(s):  
Elementary School ◽  
Content Analysis ◽  
Problem Solving ◽  
Qualitative Analysis ◽  
Computer Science ◽  
21St Century ◽  
Computational Thinking ◽  
School Curriculum ◽  
Almost All ◽  
Relevant Consideration

Given a growing digital economy with complex problems, demands are being made for education to addresscomputational thinking (CT) – an approach to problem solving that draws on the tenets of computer science. Weconducted a comprehensive content analysis of the Ontario elementary school curriculum documents for 44 CT-relatedterms to examine the extent to which CT may already be considered within the curriculum. The quantitative analysisstrategy provided frequencies of terms, and a qualitative analysis provided information about how and where termswere being used. As predicted, results showed that while CT terms appeared mostly in Mathematics, and concepts andperspectives were more frequently cited than practices, related terms appeared across almost all disciplines and grades.Findings suggest that CT is already a relevant consideration for educators in terms of concepts and perspectives;however, CT practices should be more widely incorporated to promote 21st century skills across disciplines. Futureresearch would benefit from continued examination of the implementation and assessment of CT and its relatedconcepts, practices, and perspectives.

Asserting parallel computational thinking into an undergraduate computer science curriculum

2011 ◽  
Author(s):  
Edusmildo Orozco ◽  
Rafael Arce-Nazario ◽  
Peter Musial ◽  
Cynthia Lucena-Roman ◽  
Zoraida Santiago
Keyword(s):  
Computer Science ◽  
Science Curriculum ◽  
Computational Thinking ◽  
Computer Science Curriculum

Cognitive Skills You Need for the 21st Century

2020 ◽  
Author(s):  
Stephen K. Reed
Keyword(s):  
21St Century ◽  
Cognitive Skills ◽  
Computational Thinking ◽  
World Economic Forum ◽  
Action Categorization ◽  
Visuospatial Reasoning ◽  
The World ◽  
Imperfect Knowledge ◽  
World Economic ◽  
Knowledge Strategies

Cognitive Skills You Need for the 21st Century begins with the Future of Jobs Report 2018 of the World Economic Forum that describes trending skills through the year 2022. To assist with the development of these skills, the book describes techniques that should benefit everyone. The 20 chapters occupy 6 sections on acquiring knowledge (comprehension, action, categorization, abstraction), organizing knowledge (matrices, networks, hierarchies), reasoning (visuospatial reasoning, imperfect knowledge, strategies), problem-solving (problems, design, dynamics), artificial intelligence (data sciences, explainable AI, information sciences, general AI), and education (complex systems, computational thinking, continuing education). Classical research, recent research, personal anecdotes, and a few exercises provide a broad introduction to this critical topic.

Computer Science Unplugged: A Systematic Literature Review

2021 ◽  
pp. 004723952110188
Author(s):  
Ali Battal ◽  
Gülgün Afacan Adanır ◽  
Yasemin Gülbahar
Keyword(s):  
Literature Review ◽  
Computer Science ◽  
Systematic Literature Review ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Inclusion Criteria ◽  
Relevant Research ◽  
Tangible Programming ◽  
Review Procedure ◽  
Research Studies

The computer science (CS) unplugged approach intends to teach CS concepts and computational thinking skills without employing any digital tools. The current study conducted a systematic literature review to analyze research studies that conducted investigations related to implementations of CS unplugged activities. A systematic review procedure was developed and applied to detect and subsequently review relevant research studies published from 2010 to 2019. It was found that 55 research studies (17 articles + 38 conference proceedings) satisfied the inclusion criteria for the analysis. These research studies were then examined with regard to their demographic characteristics, research methodologies, research results, and main findings. It was found that the unplugged approach was realized and utilized differently among researchers. The majority of the studies used the CS unplugged term when referring to “paper–pencil activities,” “problem solving,” “storytelling,” “games,” “tangible programming,” and even “robotics.”

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