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Designing Learning Trajectories for Computational Thinking
PROCEEDING

, , National Institute For Curriculum Development Netherlands, Netherlands

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In 2015 a curriculum framework for Computational Thinking was developed for lower secondary education in the Netherlands. The framework is based on ISTE and CSTA, translated for the curriculum in the Netherlands and validated by experts, teachers, teacher educators and publishers. Based on this validated curriculum a new learning trajectory was designed for primary education, in collaboration with teachers and principals from three schools. The first version of the learning trajectory consisted of intermediate goals around coding and programming with unplugged learning activities to make implementation as easy as possible for teachers with little experience with CT. Many schools adopted the learning trajectory for coding and programming enthusiastically. The goal for next year is to design and validate a further developed learning trajectory for primary and secondary education, covering all topics of CT and including both unplugged and hands-on plugged experiences learning activities.

Citation

Strijker, A. & Fisser, P. (2017). Designing Learning Trajectories for Computational Thinking. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 80-82). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 13, 2018 from .

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References

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Cited By

  1. Computational Thinking and Problem-Solving – a Research Approach in the Context of ICILS 2018

    Amelie Labusch & Birgit Eickelmann, Paderborn University, Germany

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 3724–3729

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Presentation

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