Abstract

Computational Thinking continues to gain popularity and traction within conversations about curriculum development for the 21st century, but little exists in the literature to guide the inclusion of Computational Thinking into curriculum outside of K12. This Delphi study seeks to fill part of the gap in the literature and instantiate conversation in the Higher Education community about the importance of CT as a topic, and how it may be approached formally in curriculum development. Over 3 rounds of Delphi panel deliberation, several interesting and informative themes emerged related to issues of domain expertise, interdisciplinary collaboration, and ensurance of quality and integrity of computational knowledge, attitudes and practices through curricular initiatives. Additionally, potential solutions and vehicles for delivering strong outcomes are identified and discussed, through the lens of Landscapes of Practice (Wenger, 2014).

Library of Congress Subject Headings

Dissertations (EdD) -- Learning technologies; Computational learning theory -- Education, Higher; Delphi method; Education, Higher -- Evaluation

Date of Award

2017

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Polin, Linda;

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