ENTHUSIASM HAS GROWN in recent years for computer
science education in many countries, including
Australia, the U.S, and the U.K.
14, 15 For example, in
2012, the Royal Society in the U.K. said, “Every child
should have the opportunity to learn concepts and
principles from computing, including computer
science and information technology,
from the beginning of primary education onward, and by age 14 should
be able to choose to study toward a
recognized qualification in these areas.”
26 And in 2016, the College Board
in the U.S. launched a new computer
science curriculum for high schools
called “Computer Science Principles”
focusing on exposing students to computational thinking and practices to
help them understand how computing
influences the world. Within the computer science education community,
computational thinking is a familiar
term, but among K– 12 teachers, administrators, and teacher educators
there is confusion about what it entails.
Computational thinking is often mistakenly equated with using computer
11, 29 In order to address this
misrepresentation, the scope of this article includes a definition of computa-
This framework for developing pre-service
teachers’ knowledge does not
necessarily depend on computers
or other educational technology.
BY AMAN YADAV, CHRIS STEPHENSON, AND HAI HONG
˽ Few teacher-education programs focus
on training pre-service teachers to
incorporate computational thinking into
K– 12 classrooms.
˽ Redesign of courses on educational
technology and methods is critical
to developing pre-service teacher
competencies in computational thinking.
˽ Education and computer science faculty
should work collaboratively, using their
complementary expertise in computing
and teacher development.