Introducing Computational Thinking in K-12 Education: Historical, Epistemological, Pedagogical, Cognitive, and Affective Aspects

Introduction of scientific and cultural aspects of Computer Science (CS) (called "Computational Thinking" - CT) in K-12 education is fundamental. We focus on three crucial areas. 1. Historical, philosophical, and pedagogical aspects. What are the big ideas of CS we must teach? What are the historical and pedagogical contexts in which CT emerged, and why are relevant? What is the relationship between learning theories (e.g., constructivism) and teaching approaches (e.g., plugged and unplugged)? 2. Cognitive aspects. What is the sentiment of generalist teachers not trained to teach CS? What misconceptions do they hold about concepts like CT and "coding"? 3. Affective and motivational aspects. What is the impact of personal beliefs about intelligence (mindset) and about CS ability? What the role of teaching approaches? This research has been conducted both through historical and philosophical argumentation, and through quantitative and qualitative studies (both on nationwide samples and small significant ones), in particular through the lens of (often exaggerated) claims about transfer from CS to other skills. Four important claims are substantiated. 1. CS should be introduced in K-12 as a tool to understand and act in our digital world, and to use the power of computation for meaningful learning. CT is the conceptual sediment of that learning. We designed a curriculum proposal in this direction. 2. The expressions CT (useful to distantiate from digital literacy) and "coding" can cause misconceptions among teachers, who focus mainly on transfer to general thinking skills. Both disciplinary and pedagogical teacher training is hence needed. 3. Some plugged and unplugged teaching tools have intrinsic constructivist characteristics that can facilitate CS learning, as shown with proposed activities. 4. Growth mindset is not automatically fostered by CS, while not studying CS can foster fixed beliefs. Growth mindset can be fostered by creative computing, leveraging on its constructivist aspects

Social Media and the Public Sector

{Excerpt} Social media is revolutionizing the way we live, learn, work, and play. Elements of the private sector have begun to thrive on opportunities to forge, build, and deepen relationships. Some are transforming their organizational structures and opening their corporate ecosystems in consequence. The public sector is a relative newcomer. It too can drive stakeholder involvement and satisfaction. Global conversations, especially among Generation Y, were born circa 2004. Beginning 1995 until then, the internet had hosted static, one-way websites. These were places to visit passively, retrieve information from, and perhaps post comments about by electronic mail. Sixteen years later, Web 2.0 enables many-to-many connections in numerous domains of interest and practice, powered by the increasing use of blogs, image and video sharing, mashups, podcasts, ratings, Really Simple Syndication, social bookmarking, tweets, widgets, and wikis, among others. Today, people expect the internet to be user-centric

A Future of Failure? The Flow of Technology Talent into Government and Civil Society

This report is an evaluation of the technology talent landscape shows a severe paucity of individuals with technical skills in computer science, data science, and the Internet or other information technology expertise in civil society and government. It investigates broadly the health of the talent pipeline that connects individuals studying or working in information technology-related disciplines to careers in public sector and civil society institutions. Barriers to recruitment and retention of individuals with the requisite skills include compensation, a perceived inability to pursue groundbreaking work, and cultural aversion to innovation

Business begins at home

One of the most significant trends in the post-industrial era has been for the home to become an important focus for work. The boundaries between work and home are now increasingly blurred, reversing the forces of the industrial era in which places deemed suitable for each were clearly demarcated and physically separate. The most recent published figures available from the Labour Force Survey (2005)1 indicate that 3.1m people now work mainly from home, 11% of the workforce. This represents a rise from 2.3m in 1997 (9% of the workforce), a 35% increase. The majority of homeworkers (2.4m or 77% of the total) are 'teleworkers' – people who use computers and telecommunications to work at home. The number of teleworkers has increased by 1.5m between 1997 and 2005, a 166% increase. Clearly, it is the growth in the number of teleworkers which is driving the increase in homeworking

Unleashing Innovation and Entrepreneurship in Europe: People, Places and Policies. Report of a CEPS Task Force February 2017

This report sets out the elements for the design of a streamlined and future-proof policy on innovation and entrepreneurship in Europe. It is the result of a collective effort led by CEPS, which formed a Task Force on Innovation and Entrepreneurship in the EU, composed of authoritative scholars, industry experts, entrepreneurs, practitioners and representatives of EU and international institutions. The result of these deliberations is a set of policy recommendations aimed at improving the overall environment and approach for entrepreneurship and innovation in Europe and a new paradigmatic understanding of the role that innovation and entrepreneurship can and should play within the overall context of EU policy. These recommendations are based on a new, multi-dimensional approach to both innovation and entrepreneurship as social phenomena and to the policies that are meant to promote them

Human Capital in the Smart Manufacturing and Industry 4.0 Revolution

The purpose of this chapter is to highlight the important role of human capital management in the Smart Manufacturing and Industry 4.0 revolution. Two hundred years ago, industrial revolution in the west has transformed or evolved from mechanical production driven or powered by water, and to date, we are in an era characterised by cyber physical systems. This transformation or industrial revolution has been driven by humans using creative minds to solve problems that were confronted. The Industrial 1.0 Revolution around 1700 AD, mass production was carried out by mechanical production powered by water (steam engines), which was labour intensive. The more manpower an industrial organisation has, the more goods and services would be produced, though this could take long to reach the market but that was the industrial system at that time. From mechanical production powered by steam engines between 1700s and 1800s to the second Industrial Revolution mass production powered by electricity between 1800s and 1900s to the third Industrial Revolution powered by electronic and IT automation and finally to Industry 4.0 Revolution cyber systems in 2000 and beyond, human capital has generated innovative solutions to human problems more than ever before. Today, human capital is not only creative, but rather a super human capital

Fostering the Fourth Industrial Revolution Technologies for Youth and Women Empowerment

The fourth industrial revolution presents society with significant opportunities to incorporate emerging creative and technology innovations and strategies for youth and women empowerment. This paper uses content analysis in 1) identifying the fourth industrial revolution technologies available for youth and women's empowerment 2) exploring the capacity of 4IR technologies for empowering youth and women 3) investigating the difficulties faced by young and women in using these (4IR) technologies 4) exploring approaches that may encourage the use of these (4IR) innovations by young people and women. An analysis of the literature was carried out and included reports, scholarly journal articles, and conference proceedings. The keywords used were the Fourth Industrial Revolution, Youth, and women. The study concludes that the fourth industrial revolution promotes social change, improves service accessibility, improving global income levels, promoting the standard of living for youth and women, and enhancing the equitable digital economy Keywords: Fourth Industrial Revolution; Technologies; Youth and Women Empowerment DOI: 10.7176/JIEA/11-1-05 Publication date: February 28th 2021

Adaptive and Re-adaptive Pedagogies in Higher Education: A Comparative, Longitudinal Study of Their Impact on Professional Competence Development across Diverse Curricula

This study addresses concerns that traditional, lecture-based teaching methods may not sufficiently develop the integrated competencies demanded by modern professional practice. A disconnect exists between conventional pedagogy and desired learning outcomes, prompting increased interest in innovative, student-centered instructional models tailored to competence growth. Despite this, nuanced differences in competence development across diverse university curricula remain underexplored, with research predominantly relying on students’ self-assessments. To address these gaps, this study employs longitudinal mixed-methods approaches with regard to theory triangulation and investigator triangulation to better understand how professional knowledge, skills, and dispositions evolve across varied curricula and contexts. This research emphasizes adaptive and re-adaptive teaching approaches incorporating technology, individualization, and experiential learning, which may uniquely integrate skill development with contextual conceptual learning. Specific attention is paid to professional education paths like design, media, and communications degrees, where contemporary competence models stress capabilities beyond core conceptual knowledge. Results from this study aim to guide reform efforts to optimize professional competence development across diverse academic areas

Globalisation and Skills for Development in Rwanda and Tanzania

International Development,