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1 Introduction
Pages 7-18

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From page 7...
... , 2018a) defined computing as a "term used broadly to refer to all areas of computer science, all inter­ disciplinary areas computer scientists work in, and all fields using computer science or computational methods and principles to advance the field.
From page 8...
... . For example, the development of the computing workforce is called out in the 2019 report National Artificial Intelligence R&D Strategic Plan: 2019 Update2 and the 2018 report National Strategic Overview for Quantum Information Science.3 Throughout these reports, and others (see the 2019 report National Strategic Computing Initiative Update 20194)
From page 9...
... In engineering, for example, the computational thinking practices of defining problems through abstraction and approaching solutions systematically parallel typical applications of working with robots and testing solutions iteratively. In the past decade, computer science (CS)
From page 10...
... computing learning programs and tools developed by the educational technology industry, (3) tech­ ology learning experiences fostered through recreational engagement n commercial games and technology platforms, (4)
From page 11...
... In addition to approximating the work of the professional, there has been increasing attention to designing authentic STEM experiences so that they are connected to real-world problems learners' care about and the challenges they face. In the past decade, making and makerspaces have emerged as a movement within and outside of learning spaces (see Box 1-2)
From page 12...
... . Specific to computing, maker learning programs frequently include digital and analog opportunities that range from e-textiles and paper circuitry to physi cal computing to digital fabrication to multimedia production, where learners are exposed to and develop computing skills with microcontrollers (LilyPad Arduino, Raspberry Pi, micro:bit)
From page 13...
... The expertise spans the K–12 range in a number of important areas, including disciplinary knowledge in science, BOX 1-3 Statement of Task An ad hoc committee will explore authentic STEM learning experiences that develop interest and foundational knowledge and competencies for comput ing. The committee will examine the evidence on learning and teaching using a ­ uthentic, open-ended pedagogical approaches and learning experiences for children and youth in grades K–12 in both formal and informal settings.
From page 14...
... Many different types of studies were included in this review: meta-analyses and reviews, qualitative case studies, ethnographic and field studies, interview studies, and large-scale studies. The committee recognized that the literature consisted predominantly of studies that were largely descriptive in nature with few studies that could demonstrate causal effects.
From page 15...
... The final report sought to draw upon a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings. Identifying and Supporting Productive STEM Programs in Out-of-School Settings (NRC, 2015)
From page 16...
... Additionally, members of the committee conducted structured interviews with several young adults who have pursued or are immediately pursuing computing and technology-intensive postsecondary education.10 These i ­llustrative cases were intended to provide some longitudinal, retrospective data that could highlight aspects of the individual experiences that led the learners to persist in computing. These cases do not reflect the experiences of individuals who have opted not to persist (for a variety of reasons; see Chapter 2)
From page 17...
... Chapter 5 focuses on authentic experiences that occur outside of school time and emphasizes the strengths and challenges with respect to ensuring equitable access to these programs. Chapter 6 describes the factors (e.g., school funding, teacher preparation, standards and certifications)


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