Journal Article

Computational Thinking Educational Policy Initiatives (CTEPI) Across the Globe

Natalie Roote Irie, Yu-Chang, Hsu, Yu-Hui, Ching

2019

Overview

Since 2006, there has been an ever-increasing momentum in computational thinking educational policy initiatives (CTEPI) across the globe. In this paper, the representative CT educational policy initiatives viewed through the lens of international perspectives and cultural contexts were examined, compared and discussed. Reports, white papers, and policy documents were widely explored, selected through established criteria, and eventually analyzed by the research team. It was found that CTEPI has two characteristics—diverse CT terminology and diverse current status across the globe. Also, curriculum reform and enrichment programs represented two major approaches for CTEPI across the globe. Finally, four development trends emerged from an analysis of CT education policies and initiatives: collaboration and partnerships across sectors and national boundaries, rationales taking a broad perspective and referring to common themes, a redefinition of digital competence, and an emphasis on broadening access and interest.

• Publisher: Springer Nature B.V
• Subject: Algorithms / College Science / Computation / Computer Science / Creativity / Curricula / Curriculum Development / Data Analysis / Data Collection / Definitions / Departments / Education policy / Education reform / Educational Change / Educational partnerships / Educational Research / Educational Technology / Elementary Secondary Education / Fundamental Concepts / Influence of Technology / International education / Problem Solving / School Policy / Science Curriculum / Science Education / Science Instruction / Social Problems / Thinking Skills / Trend Analysis / World Problems