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Introduction : programming and computational thinking in technology education

Jonas Hallström, 1969- (Författare), TekNaD (Medarbetare (Ospecificerad))

URI https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-199780, URN urn:nbn:se:liu:diva-199780, DOI 10.1163/9789004687912_001, Identifikator https://liu.diva-portal.org/smash/get/diva2:1820993/FULLTEXT01 · url

Linköpings universitet Institutionen för beteendevetenskap och lärande (Utgivare), Linköpings universitet Utbildningsvetenskap (Utgivare)

utgivning

2023

Jonas Hallström

är del av

Programming and computational thinking in technology education : Swedish and international perspectives · LCCN 2023042457, ISBN 9789004687912 · (ebook), ISBN 9004687912

Sidorna 1-9

Bidrag, Onlineresurs

Finns online:

http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-199780

Värdpublikation

ämne

Social Sciences, Educational Sciences, Didactics, Samhällsvetenskap, Utbildningsvetenskap, Didaktik, Programming, Computational Thinking, Computational Literacy, Teacher Competence, Technology Education

relaterad till

Programming and Computational Thinking in Technology Education · ISBN 9789004687899 (Värdpublikation i annat format)

Fler detaljer Referera

Sammanfattning

In recent years, digital technology, programming, and computational thinking have been incorporated on a larger scale as curriculum components in technology education in many countries across the globe. Technology education research about programming and computational thinking is needed, and this edited book, Programming and Computational Thinking in Technology Education: Swedish and International Perspectives, contributes with new research that has many international applications and grounds for comparison, both in schools and in the research community. This introduction not only serves as a background for the reader as s/he delves into the various chapters of the book, but also introduces some pertinent and sometimes longstanding issues in technology education and its relation to computers and computing. These issues are: 1. Programming and computational thinking in school curricula: the early 21st century wave; 2. Computational thinking and literacy; 3. Teacher competence in programming; and 4. Computational thinking, programming, and learning in technology education.