Share Paper: Practitioner Integration in Computational Thinking Education.

  1. Michael Pollak, Educational Technology, Graz University of Technology, 8010 Graz, Austria, Austria
  2. Martin Ebner, Educational Technology, Graz University of Technology, 8010 Graz, Austria, Austria

Abstract: This pilot study implemented an expert driven participatory workshop in a rural Austrian economic school. An action research approach was utilised to introduce the problem solving method named computational thinking (CT) to students aged 16 to 18 (K-12) in five after school workshop sessions. This research revealed the basic benefits of industry expert integration in a classroom setting with the aim to develop sustainable interdisciplinary interfaces that allow schools and individual teachers to independently showcase possible pathways. Drawbacks of the methods were identified, for example the high overhead efforts currently required without interfaces between practitioners and educators in place or ...