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Implementation of Computational Thinking in School Curriculums Across Asia

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Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1225))

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Abstract

Computational Thinking (CT) has seen a tremendous rise within the educational sector. Being adopted into the curriculums for secondary and primary schools across the globe. This paper covers early finds from an initial literature review, aimed at a larger comparative study between Europe and Asia concerning the pedagogy of CT. A survey mapping the current approach to Information and Communication Technology (ICT) in the East Asian region. The primary focus is on the countries’ current and future implementation of CT in primary and secondary education. Interestingly, a similar rate of adoption can be found also in Europa [1]. Moreover, this paper analyzes the complexities inherent in attempting a characterization and comparison of the CT approach of different countries, starting from the lack of a universally accepted definition for CT, including an uneven distribution of articles on the topic. Our main contribution is to propose an extended set of categories to support a critical comparison.

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Authors and Affiliations

  1. University of Southern Denmark (SDU), Odense, Denmark

    Kasper Kristensen

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  1. Kasper Kristensen
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Correspondence to Kasper Kristensen .

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Editors and Affiliations

  1. University of Crete and Foundation for Research and Technology – Hellas (FORTH), Heraklion, Greece

    Constantine Stephanidis

  2. Foundation for Research and Technology – Hellas (FORTH), Heraklion, Crete, Greece

    Margherita Antona

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Kristensen, K. (2020). Implementation of Computational Thinking in School Curriculums Across Asia. In: Stephanidis, C., Antona, M. (eds) HCI International 2020 - Posters. HCII 2020. Communications in Computer and Information Science, vol 1225. Springer, Cham. https://doi.org/10.1007/978-3-030-50729-9_38

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  • DOI: https://doi.org/10.1007/978-3-030-50729-9_38

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-50728-2

  • Online ISBN: 978-3-030-50729-9

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