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1. Demystifying computational thinking

   https://doi.org/10.1016/j_edurev.2017.09.003  

   Shute, V. J.; Sun, C.; Asbell-Clarke, J. (January 2017, Educational research review)

   This paper examines the growing field of computational thinking (CT) in education. A review of the relevant literature shows a diversity in definitions, interventions, assessments, and models. After synthesizing various approaches used to develop the construct in K-16 settings, we have created the following working definition of CT: The conceptual foundation required to solve problems effectively and efficiently (i.e., algorithmically, with or without the assistance of computers) with solutions that are reusable in different contexts. This definition highlights that CT is primarily a way of thinking and acting, which can be exhibited through the use particular skills, which then can become the basis for performance-based assessments of CT skills. Based on the literature, we categorized CT into six main facets: decomposition, abstraction, algorithm design, debugging, iteration, and generalization. This paper shows examples of CT definitions, interventions, assessments, and models across a variety of disciplines, with a call for more extensive research in this area. 

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2. Utilizing a computational thinking engagement inventory to support inclusive computational thinking pathways

   https://doi.org/10.1080/15391523.2024.2398520  

   Coenraad, Merijke; Rangel, Alessandra; Dunbar, Kyle (September 2024, Journal of Research on Technology in Education)

   Based in a research-practice partnership around district-wide computational thinking (CT) Pathways, this paper explores how six districts utilized the CT Engagement Inventory to examine if and how students are engaged in computing learning opportunities and write inclusive CT pathway goals. We found the CT Engagement Inventory supported districts in articulating inclusive pathway goals that moved beyond focusing only on access and participation. Instead, goals focused on building capacity to make broader access and participation possible and examining the nature of student participation. This paper demonstrates a tool to support districts in ensuring inclusive computing learning opportunities reach all students. 

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3. Computational Thinking and Literacy

   https://doi.org/10.26716/jcsi.2018.01.1.1  

   Jacob, Sharin Rawhiya; Warschauer, Mark (January 2018, Journal of Computer Science Integration)
4. Computational Thinking: A Tale of Debugging

   Asif, A D; Malik, H; Orrill, C H; Witzig, S B; Balasubramanian, R; Kayumova, S (July 2024, International Society of the Learning Sciences [ISLS])

   Lindgren, R; Asino, T I; Kyza, E A; Looi, C K; Keifert, D T; Suárez, E (Ed.)

   This exploratory research analyzes the video-recorded data of four elementary-grade teachers debugging a school tour activity while utilizing a programable robot, Photon. This summer’s professional development session on computational thinking (CT) integration was four hours long and was focused on debugging as a key CT component. The results indicate that teachers worked collaboratively to debug their way through errors using different strategies, such as step-by-step execution or incremental code development. 

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5. Computational Thinking: Teachers’ Practice of Abstraction

   Asif, AD; Malik, H; Orrill, CH; Balasubramanian, R; Kayumova, S (July 2024, International Society of the Learning Sciences [ISLS])

   Lindgren, R; Asino, T I; Kyza, E A; Looi, C K; Keifert, D T; Suárez, E (Ed.)

   Elementary grade teachers are often not fully prepared to teach a computing-rich curriculum, and the demand of the digital age to integrate Computational Thinking (CT) into their classrooms has put them at a challenge. Under the larger umbrella, abstraction lies at the heart of CT. Abstraction allows moving between various information levels while targeting complex problems and creating rich design solutions. This study focuses on how one pair of elementary-grade teachers collaborated, using abstraction to solve a maze challenge, helping each other move between different layers of information. The videotaped data of one day of teachers' professional development was analyzed through three dimensions of Community of Practice (CoP). Results suggest that through mutual engagement in pursuing a joint enterprise and their shared repertoire, elementary-grade teachers moved their focus between different levels of abstraction simultaneously and effectively. 

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