Overview
- Details the idea of "thinking computationally" and its applications to education
- Investigates teaching computational thinking from elementary school through higher education
- Helps educators empower students to solve critical problems across a diversity of fields
- Includes supplementary material: sn.pub/extras
Part of the book series: Educational Communications and Technology: Issues and Innovations (ECTII)
Access this book
Tax calculation will be finalised at checkout
Other ways to access
Table of contents (24 chapters)
-
Front Matter
-
K-12 Education
-
Front Matter
-
-
Higher Education
-
Front Matter
-
-
Teacher Development
-
Front Matter
-
-
Assessing Computational Thinking
-
Front Matter
-
Keywords
About this book
Editors and Affiliations
About the editors
Dr. Peter Rich is an Associate Professor of Instructional Psychology and Technology at Brigham Young University in Provo, Utah, USA. Dr. Rich earned a B.S. in Spanish with a minor in TESOL, after which he went on to earn a PhD in Instructional Technology from the University of Georgia at Athens. Dr. Rich researches convergent cognition, the synergistic effect that occurs when learners study complementary subjects, such as first and second language and mathematics and computer programming. His current efforts focus on teaching younger students to learn computing and engineering and to apply these thinking processes to complementary subjects. He has taught students from 1st to 8th grade how to code computers and robots. Over the past 12 years, Dr. Rich has worked with teachers in professional development to refine and reform their teaching practices. Dr. Rich has published over 2 dozen articles and book chapters, and an edited book on digital video analysis in teacher education.
Dr. Charles B. Hodges is an Associate Professor of Instructional Technology at Georgia Southern University and is currently the Editor-in-Chief of the journal, TechTrends: Linking Research and Practice to Improve Learning. Dr. Hodges earned a B.S. degree in Mathematics with a minor in Computer Science from Fairmont State University, a M.S. degree in Mathematics from West Virginia University, and a Ph.D. from the Learning Sciences and Technologies program at Virginia Tech. Prior to joining the faculty at Georgia Southern University he was a member of the mathematics faculty at Virginia Tech for 15 years. His research has focused mainly on self-efficacy in technology intensive mathematics courses and the professional development of STEM teachers. He has published over 30 scholarly works and delivered numerous conference presentations. He has worked on multiple federally-funded grants and contracts as principal investigator or co-principal investigator. Most recently he was funded by the National Youth at Risk Center of Georgia Southern University to study Computer Science education rural schools.
Bibliographic Information
Book Title: Emerging Research, Practice, and Policy on Computational Thinking
Editors: Peter J. Rich, Charles B. Hodges
Series Title: Educational Communications and Technology: Issues and Innovations
DOI: https://doi.org/10.1007/978-3-319-52691-1
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing AG, part of Springer Nature 2017
Hardcover ISBN: 978-3-319-52690-4Published: 03 May 2017
Softcover ISBN: 978-3-319-84964-5Published: 21 July 2018
eBook ISBN: 978-3-319-52691-1Published: 24 April 2017
Series ISSN: 2625-0004
Series E-ISSN: 2625-0012
Edition Number: 1
Number of Pages: XXVII, 413
Number of Illustrations: 19 b/w illustrations, 41 illustrations in colour
Topics: Educational Technology, Learning & Instruction, Computers and Education