Emerging Research, Practice, and Policy on Computational Thinking
This book reports on research and practice on computational thinking and the effect it is having on education worldwide, both inside and outside of formal schooling. With coding becoming a required skill in an increasing number of national curricula
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Peter J. Rich Charles B. Hodges Editors
Emerging Research, Practice, and Policy on Computational Thinking
Educational Communications and Technology: Issues and Innovations
Series Editors Michael Spector M.J. Bishop Dirk Ifenthaler
More information about this series at http://www.springer.com/series/11824
Peter J. Rich • Charles B. Hodges Editors
Emerging Research, Practice, and Policy on Computational Thinking
Editors Peter J. Rich 150K MCKB Brigham Young University Provo, UT, USA
Charles B. Hodges Georgia Southern University Statesboro, GA, USA
Educational Communications and Technology: Issues and Innovations ISBN 978-3-319-52690-4 ISBN 978-3-319-52691-1 (eBook) DOI 10.1007/978-3-319-52691-1 Library of Congress Control Number: 2017935613 © Springer International Publishing AG 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface
merging Research, Practice, and Policy E on Computational Thinking Computational thinking is quickly becoming an essential literacy for modern learners (Wright, Rich, & Leatham, 2012). The International Society for Technology in Education recently defined computational thinking as students “develop[ing] and employ[ing] strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions” (http://www. iste.org/standards/standards/for-students-2016). The US Bureau of Labor Statistics projects that the need for computer programmers will be three times greater than the current number of computer science graduates. Perhaps more importantly, many contend that people in a diversity of fields will need to demonstrate the ability t
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