The present and future of computational thinking

Intellectual constructs and tools that are widely used to solve the problems of society have been woven into educational programs. For example, the three R's (reading, 'riting & 'rithmetic) are core to a strong fundamental education, and practitioners and researchers routinely apply these tools to their daily work. Computing has become an essential and pervasive problemsolving toolset. This development has fostered much discussion about the role of computing in a modern education, the broadening nature of computing majors and concentrations and their place in post-secondary institutions, for example, [6,7]. Computer science educators recognize the importance of improving information technology (IT) skills and fluency, and a number of studies have developed guidelines on how to do this [3,4]. However, computer science has analytical concepts and tools that offer educational benefits beyond simple IT fluency. Computational thinking was introduced [9] as a continuation of earlier discussions on the nature of computing (e.g. [5]). Similar discussions and the same terminology were introduced independently in a series of workshops and reports [2]. This has helped the computing community to strengthen description and definition of the problem solving skills that computing brings to society, through education, outreach, and research.Over the past few years, computational thinking concepts have served as a basis for several projects, workshops and efforts aimed at more precise, and at the same time, deeper and wider interpretation of computing. This includes attention to K-12 curricula, general education at colleges and universities, as well as interdisciplinary research and technology transfer. This panel will outline a sampling of the activities and projects that have begun to define and address computational thinking. The moderator will start with an outline of national computational thinking activities and developments. The panelists will talk about their individual projects and activities, and outline their visions for future developments in the computing and broader educational communities around computational thinking. The session will then be opened for discussion; the audience will be encouraged to ask questions and contribute ideas for the development of computational thinking across its many dimensions.

Duke Scholars

Author Owen L. Astrachan Computer Science