The introduction of computer science (CS) into primary and secondary education raises two questions for researchers and policymakers: What is the essence of computer science? And how might computing be broadly relevant across and beyond disciplines? Computational thinking (CT) has been tasked with answering both questions. This largely-theoretical project developed the construct of Computational Literacies, a more robust alternative.

Team

Chris Proctor

PI

Publications

Proctor, C. (2023). Tierney, R. J., Rizvi, F., & Ercikan, K. (Eds.). Computational thinking. International Encyclopedia of Education (Fourth Edition) (pp. 88–95). Elsevier.

Kafai, Y. B. & Proctor, C. (2022). A Revaluation of Computational Thinking in K-12 Education: Moving Towards Computational Literacies. Educational Researcher, 51(2), 146–151. doi:10.3102/0013189X211057904

Kafai, Y. B., Proctor, C., & Lui, D. (2020). From Theory Bias to Theory Dialogue: Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education. ACM Inroads, 11(1), 44–53.

Kafai, Y. B., Proctor, C., & Lui, D. (2019). From Theory Bias to Theory Dialogue: Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education. Proceedings of the 2019 ACM Conference on International Computing Education Research, pp. 101–109.

Proctor, C. & Blikstein, P. (2018 , June). Kay, J. & Luckin, R. (Eds.). How Broad is Computational Thinking? A Longitudinal Study of Practices Shaping Learning in Computer Science. Rethinking Learning in the Digital Age. Making the Learning Sciences Count (pp. 544–551). International Society of the Learning Sciences.