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<p>There is an interesting counter point to this article that points out that we need to clearly articulate what are the core elements of computational thinking. Not what programming that the must do, rather what they need to at least do in order to understand it.
Regards Roland</p><p><strong>Quotes:</strong></p><blockquote style="border-left: 2px solid #eee; padding-left: 1em; margin-left: 1em;"><p><a class="diigoAnnotatedLink" href="http://diigo.com/0panu" title="Computer Science for Non-Majors Takes Many Forms - NYTimes.com">Computer Science for Non-Majors Takes Many Forms - NYTimes.com</a></p><ul></ul><ul><li style="line-height:150%;margin-bottom:.6em;">Computational thinking is a fundamental skill for everyone, not just for computer scientists <ul></ul></li>
<li style="line-height:150%;margin-bottom:.6em;">There is little agreement within the field, however, about what exactly are the core elements of computational thinking. Nor is there agreement about how much programming students must do, if any, in order to understand it. <ul></ul></li>
<li style="line-height:150%;margin-bottom:.6em;">At many other campuses, computer science departments introduce computational thinking by sparing students from learning an industrial-strength programming language in order to try applying the general concepts. Instead, students learn visual scripting languages that produce interactive animation. Scratch, which was developed for elementary and middle-school students, is one such language. <ul></ul></li>
<li style="line-height:150%;margin-bottom:.6em;">Someday, the understanding of computational processes may be indispensable for people in all occupations. But it’s not yet clear when we’ll cross that bridge from nice-to-know to must-know. <ul></ul></li></ul></blockquote>
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<p style="color:#999">This message was sent to you by <a href='http://www.diigo.com/profile/rgesthuizen'>Roland Gesthuizen</a> via Diigo</p>
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