Joyce Malyn-Smith

TL;DR: A "use-modify-create" framework is presented, representing three phases of students' cognitive and practical activity in computational thinking, suggesting continued investment in the development of CT-rich learning environments, in educators who can facilitate their use, and in research on the broader value of computational thinking.

TL;DR: There is a lack of adequate empirical evidence in terms of the effectiveness of the frameworks proposed herein, but it is expected that the knowledge and research base will dramatically increase over the next several years, as more countries around the world add computer science as a separate school subject to their K-6 curriculum.

TL;DR: A recent special issue of the Journal of Science Education and Technology focused on computational thinking (CT) from a disciplinary perspective as discussed by the authors is an overview of recent work in CT integration in K-12 STEM education.

TL;DR: It is argued computer science is rapidly becoming critical for generating new knowledge, and should be taught as a distinct subject or content area, especially in secondary schools, and also a beneficence matrix to assist curriculum designers is explored.

TL;DR: This article compares deep learning in computers and humans to examine their similarities and differences and concludes with recommendations about machine learning for teachers, students, policymakers, developers and researchers.