Abstract
Computational thinking (CT) is now widely recognized as an important literacy skill for students in today's digital world. However, many existing initiatives are framed to present a narrow focus on the knowledge and skills related to how to use computing tools. In this article, I describe the gap between theoretical discussions on CT as a literacy for learning and practical implementations of various CT or CT-related curricula. Then, I discuss possible challenges in addressing the gap. Finally, the article will explore a conceptual framework for integrating CT learning with Science, Technology, Engineering, and Mathematics (STEM) education in a way that is accessible to all students. By highlighting these challenges and proposing solutions, this article aims to contribute towards building a more comprehensive and effective approach to bringing CT into K-12 education.
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