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dc.contributor.authorAngeli, Charoula
dc.contributor.authorVoogt, Joke
dc.contributor.authorFluck, Andrew
dc.contributor.authorWebb, Mary
dc.contributor.authorCox, Margaret
dc.contributor.authorMalyn-Smith, Joyce
dc.contributor.authorZagami, Jason
dc.date.accessioned2021-10-06T06:17:29Z
dc.date.available2021-10-06T06:17:29Z
dc.date.issued2016
dc.identifier.issn1176-3647
dc.identifier.urihttp://hdl.handle.net/10072/408657
dc.description.abstractAdding computer science as a separate school subject to the core K-6 curriculum is a complex issue with educational challenges. The authors herein address two of these challenges: (1) the design of the curriculum based on a generic computational thinking framework, and (2) the knowledge teachers need to teach the curriculum. The first issue is discussed within a perspective of designing an authentic computational thinking curriculum with a focus on real-world problems. The second issue is addressed within the framework of technological pedagogical content knowledge explicating in detail the bod y of knowledge that teachers need to have to be able to teach computational thinking in a K-6 environment. An example of how these ideas can be applied in practice is also given. While it is recognized there is a lack of adequate empirical evidence in terms of the effectiveness of the frameworks proposed herein, it is expected that our knowledge and research base will dramatically increase over the next several years, as more countries around the world add computer science as a separate school subject to their K-6 curriculum.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherInternational Forum of Educational Technology & Society
dc.publisher.urihttps://www.jstor.org/stable/jeductechsoci.19.3.47
dc.relation.ispartofpagefrom47
dc.relation.ispartofpageto57
dc.relation.ispartofissue3
dc.relation.ispartofjournalEducational Technology & Society
dc.relation.ispartofvolume19
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3904
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordsComputational thinking curriculum
dc.subject.keywordsPedagogical content knowledge
dc.subject.keywordsTechnological pedagogical content knowledge
dc.titleA K-6 computational thinking curriculum framework: Implication for teacher knowledge
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationAngeli, C; Voogt, J; Fluck, A; Webb, M; Cox, M; Malyn-Smith, J; Zagani, J, A K-6 computational thinking curriculum framework: Implication for teacher knowledge, Educational Technology & Society, 2016, 19 (3), pp. 47-57
dc.date.updated2021-10-06T06:14:26Z
gro.hasfulltextNo Full Text
gro.griffith.authorZagami, Jason A.


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