scholarly journals Power, pitfalls, and potential for integrating computational literacy into undergraduate ecology courses

2018 ◽  
Vol 8 (16) ◽  
pp. 7744-7751 ◽  
Author(s):  
Kaitlin J. Farrell ◽  
Cayelan C. Carey
Keyword(s):  
Computational Literacy

From Computational Thinking to Computational Doing

2021 ◽  
pp. 1-20
Author(s):  
Marina Umaschi Bers
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
21St Century ◽  
Computer Programming ◽  
Computational Thinking ◽  
Future Generations ◽  
Broad Definition ◽  
Childhood Education ◽  
Computational Literacy

Computer programming is becoming an essential skill in the 21st century, and in order to best prepare future generations, the promotion of computational thinking and literacy must begin in early childhood education. Computational thinking can be defined in many ways. The broad definition offered in this chapter is that computational thinking practices refer to techniques applied by humans to express themselves by designing and constructing computation. This chapter claims that one of the fundamental ways in which computational thinking can be supported and augmented is by providing children with opportunities to code and to create their own interactive computational media. Thus, computational literacy will allow children to become producers and not only consumers of digital artifacts and systems.

Rhyme and Reason

2021 ◽  
pp. 84-106
Author(s):  
Madhu Govind ◽  
Ziva Reimer Hassenfeld ◽  
Laura de Ruiter
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Empirical Work ◽  
Computational Thinking ◽  
Pedagogical Approach ◽  
Computational Literacy

The chapter begins with an exploration of computational thinking (CT) and its relationship to computational literacy, followed by a summary of theoretical and empirical work that aims to elucidate the connections among coding, CT, and literacy. The authors argue that these connections thus far have been predominantly one of support (i.e., unidirectional) and motivated by technological and policy advances, as opposed to considering the connections as mutually reinforcing and developmentally coaligned. The authors discuss the coding as another language (CAL) pedagogical approach, a pedagogy that presents learning to program as akin to learning how to use a new language for communicative and expressive functions, emphasizing the bidirectional connections between the two domains. Finally, the authors detail various curricula that use the CAL approach and discuss the implications of CAL for teaching and learning in early childhood.

Computational Literacy in Online Games

2009 ◽  
Vol 1 (1) ◽  
pp. 53-65 ◽  
Author(s):  
Constance Constance Steinkuehler ◽  
Barbara Z. Johnson
Keyword(s):  
Online Games ◽  
Computational Literacy
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