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001492573 020__ $$a9780262378642$$q(pdf)
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001492573 020__ $$a9780262378659$$q(epub)
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001492573 020__ $$z9780262548052$$q(paperback)
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001492573 05000 $$aQA76.27
001492573 08200 $$a004.071$$223/eng/20230905
001492573 24500 $$aComputational thinking curricula in K-12 :$$binternational implementations /$$cedited by Harold Abelson and Siu-Cheung Kong.
001492573 264_1 $$aCambridge, Massachusetts :$$bThe MIT Press,$$c[2024]
001492573 300__ $$a1 online resource
001492573 336__ $$atext$$btxt$$2rdacontent
001492573 337__ $$acomputer$$bc$$2rdamedia
001492573 338__ $$aonline resource$$bcr$$2rdacarrier
001492573 520__ $$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.
001492573 588__ $$aOCLC-licensed vendor bibliographic record.
001492573 650_0 $$aComputer science$$xStudy and teaching$$vCase studies.$$0(DLC)sh2007006411
001492573 650_0 $$aProblem solving$$xStudy and teaching$$vCase studies.
001492573 650_0 $$aElectronic data processing$$xStudy and teaching$$vCase studies.
001492573 653__ $$aEDUCATION / Essays
001492573 653__ $$aEDUCATION / Curricula
001492573 653__ $$aEDUCATION / Computers & Technology
001492573 655_0 $$aElectronic books.
001492573 7001_ $$aAbelson, Harold,$$eeditor.
001492573 7001_ $$aKong, Siu Cheung,$$eeditor.
001492573 852__ $$bebk
001492573 85640 $$3MIT Press$$uhttps://doi.org/10.7551/mitpress/14041.001.0001?locatt=mode:legacy$$zOnline Access through The MIT Press Direct
001492573 85642 $$3OCLC metadata license agreement$$uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
001492573 909CO $$ooai:library.usi.edu:1492573$$pGLOBAL_SET
001492573 980__ $$aEBOOK
001492573 980__ $$aBIB
001492573 982__ $$aEbook
001492573 983__ $$aOnline