The Past, Present, and Future Direction of Computer Science Curriculum in K-12 Education

This integrated article thesis provides an analysis of the past, present, and potential future state of Computer Science (CS) in K-12 education. Once implemented in optional courses at the secondary level, CS concepts and skills are now being integrated into other subject areas such as mathematics, science, and technology and other grades including K-8. This new state of K-12 CS education is explored through an analysis of 1) related theory reflected in the literature, 2) historical secondary school CS curriculum, 3) enrolment data and important issues related to equity, diversity, and inclusion, and 4) K-8 CS-related curriculum approaches currently being implemented in educational jurisdictions across Canada. The four articles in this dissertation employ a qualitative approach to research, drawing on a constructivist epistemology. Thematic Analysis is used in the comparative analysis of historical curriculum documents from Ontario and Document Analysis is used in comparing the various K-8 curriculum documents from across Canada. Together, the chapters included in this integrated article thesis provide a comprehensive analysis of K-12 CS education that supports educators, policy makers, and researchers in the field during a transformative time