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CSpathshala: bringing computational thinking to schools

Published: 24 October 2019 Publication History

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References

[1]
ACM India's education initiative CSpathshala: Bringing computational thinking to schools in India; www.cspathshala.org
[2]
CAS-UK. Computing at School Working Group http://www.computingatschool.org.uk
[3]
Computer Science Teachers Association. https://www.csteachers.org/
[4]
Computer Science Unplugged: csunplugged.org/
[5]
CSpathshala curriculum; https://cspathshala.org/curriculum/
[6]
Department of School Education and Literacy Ministry of Human Resource Development Government of India. National Policy on Information and Communication Technology In School Education 2012; http://bit.ly/2K5ULyt
[7]
Government's Unified District Information System for Education 2016 Report; http://bit.ly/31neqPO
[8]
Iyer, S., Khan, F., Murthy, S., Chitta, V., Baru, M. and Vishwanathan, U. CMC: A Model Computer Science Curriculum for K-12 Schools, 2013.
[9]
K--12 Computer Science Framework. https://k12cs.org/
[10]
New Jersey Mathematics Curriculum Framework, 1997; http://bit.ly/31qEg5w
[11]
Proceedings of the First Conference on Computational Thinking in Schools. (Pune, India, Apr. 2019).
[12]
Raman, R., Venkatasubramanian, S., Achuthan, K. and Nedungadi, P. Computer science education in Indian schools: Situation analysis using Darmstadt model. Trans. Comput. Educ. 15, 2, Article 7 (May 2015)

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  • (2023)Supporting K-12 CS Education in Odisha through Code Club PartnershipsProceedings of the ACM Conference on Global Computing Education Vol 210.1145/3617650.3624944(193-193)Online publication date: 5-Dec-2023
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Published In

cover image Communications of the ACM
Communications of the ACM  Volume 62, Issue 11
November 2019
136 pages
ISSN:0001-0782
EISSN:1557-7317
DOI:10.1145/3368886
Issue’s Table of Contents
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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New York, NY, United States

Publication History

Published: 24 October 2019
Published in CACM Volume 62, Issue 11

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Cited By

View all
  • (2024)Transformative agency – the next step towards children's computational empowermentProceedings of the 23rd Annual ACM Interaction Design and Children Conference10.1145/3628516.3655806(322-337)Online publication date: 17-Jun-2024
  • (2023)Factors That Predict K-12 Teachers' Ability to Apply Computational Thinking SkillsACM Transactions on Computing Education10.1145/363320524:1(1-26)Online publication date: 21-Nov-2023
  • (2023)Supporting K-12 CS Education in Odisha through Code Club PartnershipsProceedings of the ACM Conference on Global Computing Education Vol 210.1145/3617650.3624944(193-193)Online publication date: 5-Dec-2023
  • (2022)Review on the teaching of programming and computational thinking in the worldFrontiers in Computer Science10.3389/fcomp.2022.9972224Online publication date: 19-Oct-2022
  • (2022)Computational thinking in the Ethiopian secondary school ICT curriculumComputer Science Education10.1080/08993408.2022.209559432:4(502-531)Online publication date: 6-Jul-2022

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