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3 - Computing EducationLiterature Review and Voices from the Field

from Part I - Background

Published online by Cambridge University Press:  15 February 2019

By
Paulo Blikstein  and
Sepi Hejazi Moghadam
Edited by
Sally A. Fincher  and
Anthony V. Robins
Sally A. Fincher
Affiliation:
University of Kent, Canterbury
Anthony V. Robins
Affiliation:
University of Otago, New Zealand
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Summary

Since the creation of the Logo language in 1967, Computing Education (CEd) slowly penetrated educational systems worldwide. Since the mid-2000s, however, there has been a pronounced growth of Science, Technology, Engineering, and Mathematics (STEM) education, with CEd at the forefront. This unprecedented growth has generated competing rationales for the teaching of CEd. It has also generated many model and blueprints for large-scale implementation. In this chapter, based on 14 interviews with leading experts in the field and a literature review, we start by describing four rationales for CEd: labor market needs, computational thinking, computational literacy, and equity of participation. Then we analyze systemic obstacles and possible pathways for sustainable large-scale implementation: equity, broadening participation, scaling, assessment, quality of implementation, curriculum, and teacher development. In particular, the interview data points to the need of scaling “with depth” and allowing for multiple models of implementation to coexist. The data also highlight the need for programs focus on pluralistic views of Computing, exploring new tools, populations, and contexts.
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Information
The Cambridge Handbook of Computing Education Research , pp. 56 - 78
Publisher: Cambridge University Press
Print publication year: 2019

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