Implementation of Computational Thinking in School Curriculums Across Asia

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Abstract

Computational Thinking (CT) has seen a tremendous rise within the educational sector. Being adopted into the curriculums for secondary and primary schools across the globe. This paper covers early finds from an initial literature review, aimed at a larger comparative study between Europe and Asia concerning the pedagogy of CT. A survey mapping the current approach to Information and Communication Technology (ICT) in the East Asian region. The primary focus is on the countries’ current and future implementation of CT in primary and secondary education. Interestingly, a similar rate of adoption can be found also in Europa [1]. Moreover, this paper analyzes the complexities inherent in attempting a characterization and comparison of the CT approach of different countries, starting from the lack of a universally accepted definition for CT, including an uneven distribution of articles on the topic. Our main contribution is to propose an extended set of categories to support a critical comparison.
Original languageEnglish
Title of host publicationHCI International 2020 - Posters : 22nd International Conference, HCII 2020, Copenhagen, Denmark, July 19–24, 2020, Proceedings, Part II
EditorsConstantine Stephanidis, Margherita Antona
PublisherSpringer
Publication date2020
Pages269-276
ISBN (Print)978-3-030-50728-2
ISBN (Electronic)978-3-030-50729-9
DOIs
Publication statusPublished - 2020
Event22nd International Conference on Human-Computer Interaction - Virtual Conference
Duration: 19. Jul 202024. Jul 2020

Conference

Conference22nd International Conference on Human-Computer Interaction
CityVirtual Conference
Period19/07/202024/07/2020
SeriesCommunications in Computer and Information Science
Volume1225
ISSN1865-0929

Keywords

  • Computational thinking
  • Pedagogy

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