Integrating computational thinking into K-12 education: Bridging the gap between theories and practices

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.