Educational Communications and Technology: Issues and Innovations

Emerging Research, Practice, and Policy on Computational Thinking

Editors: Rich, Peter, Hodges, Charles B. (Eds.)

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  • 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
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About this book

This book reports on research and practice on computational thinking and the effect it is having on education worldwide, both inside and outside of formal schooling. With coding becoming a required skill in an increasing number of national curricula (e.g., the United Kingdom, Israel, Estonia, Finland), the ability to think computationally is quickly becoming a primary 21st century “basic” domain of knowledge. The authors of this book investigate how this skill can be taught and its resultant effects on learning throughout a student's education, from elementary school to adult learning.

About the authors

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.

Table of contents (24 chapters)

Table of contents (24 chapters)
  • Learning Computational Skills in uCode@UWG: Challenges and Recommendations

    D’Alba, Adriana (et al.)

    Pages 3-20

  • Making Computer Science Attractive to High School Girls with Computational Thinking Approaches: A Case Study

    Seneviratne, Oshani

    Pages 21-32

  • Understanding African-American Students’ Problem-Solving Ability in the Precalculus and Advanced Placement Computer Science Classroom

    Jones-Harris, Cristal (et al.)

    Pages 33-47

  • Computational Thinking as an Interdisciplinary Approach to Computer Science School Curricula: A German Perspective

    Delcker, Jan (et al.)

    Pages 49-62

  • Proto-computational Thinking: The Uncomfortable Underpinnings

    Tatar, Deborah (et al.)

    Pages 63-81

Buy this book

eBook $119.00
price for USA in USD (gross)
  • ISBN 978-3-319-52691-1
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $159.99
price for USA in USD
  • ISBN 978-3-319-52690-4
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $159.99
price for USA in USD
  • ISBN 978-3-319-84964-5
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
Emerging Research, Practice, and Policy on Computational Thinking
Editors
  • Peter Rich
  • Charles B. Hodges
Series Title
Educational Communications and Technology: Issues and Innovations
Copyright
2017
Publisher
Springer International Publishing
Copyright Holder
Springer International Publishing AG, part of Springer Nature
eBook ISBN
978-3-319-52691-1
DOI
10.1007/978-3-319-52691-1
Hardcover ISBN
978-3-319-52690-4
Softcover ISBN
978-3-319-84964-5
Series ISSN
2625-0004
Edition Number
1
Number of Pages
XXVII, 413
Number of Illustrations
19 b/w illustrations, 41 illustrations in colour
Topics