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Tensions in specifying computing curricula for K-12: Towards a principled approach for objectives

dc.contributor.authorWebb, Mary E.
dc.contributor.authorBell, Tim
dc.contributor.authorDavis, Niki
dc.contributor.authorKatz, Yaacov J.
dc.contributor.authorFluck, Andrew
dc.contributor.authorSysło, Maciej M.
dc.contributor.authorKalaš, Ivan
dc.contributor.authorCox, Margaret
dc.contributor.authorAngeli, Charoula
dc.contributor.authorMalyn-Smith, Joyce
dc.contributor.authorBrinda, Torsten
dc.contributor.authorMicheuz, Peter
dc.contributor.authorBrodnik, Andrej
dc.date.accessioned2021-06-21T10:08:48Z
dc.date.available2021-06-21T10:08:48Z
dc.date.issued2018
dc.identifier.issn2196-7032
dc.identifier.urihttp://dl.gi.de/handle/20.500.12116/36595
dc.description.abstractIn this article we examine key issues and tensions for developing and specifying Computing-related elements of curricula design, particularly the role of Computer Science in the curriculum. The article is based on a series of discussions and analyses of curriculum design across various countries with different approaches and traditions of Computing in the curriculum.en
dc.language.isoen
dc.publisherDe Gruyter
dc.relation.ispartofit - Information Technology: Vol. 60, No. 2
dc.subjectSchool curriculum
dc.subjectComputer Science
dc.subjectCurriculum objectives
dc.subjectDigital Citizenship
dc.titleTensions in specifying computing curricula for K-12: Towards a principled approach for objectivesen
dc.typeText/Journal Article
dc.pubPlaceBerlin
mci.reference.pages59-68
dc.identifier.doi10.1515/itit-2017-0017


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