Computational Thinking continues to gain popularity and traction within conversations about curriculum development for the 21st century, but little exists in the literature to guide the inclusion of Computational Thinking into curriculum outside of K12. This Delphi study seeks to fill part of the gap in the literature and instantiate conversation in the Higher Education community about the importance of CT as a topic, and how it may be approached formally in curriculum development.
Over 3 rounds of Delphi panel deliberation, several interesting and informative themes emerged related to issues of domain expertise, interdisciplinary collaboration, and ensurance of quality and integrity of computational knowledge, attitudes and practices through curricular initiatives. Additionally, potential solutions and vehicles for delivering strong outcomes are identified and discussed, through the lens of Landscapes of Practice (Wenger, 2014).
|Advisor:||Polin, LInda G.|
|Commitee:||Kledzik-Fusco, Judith, Moseley, William|
|School Location:||United States -- California|
|Source:||DAI-A 78/10(E), Dissertation Abstracts International|
|Subjects:||Educational technology, Curriculum development, Higher education|
|Keywords:||Computational thinking, Curriculum design, Delphi, Higher education, Landscapes of practice|
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