Time and workload is certainly necessary to consider. However, removing parts of existing curriculum may not be the best way.
Considering the fact that computers have pervaded across domains, we could try integrating computational thinking with these domains. For example, you could teach Chemistry using simulations and modeling. It would deepen learning and, if the curriculum is well-structured, provide students the opportunity to learn computational thinking (within the context).
Integrating computational thinking in the existing curriculum has several benefits:
1. Deepen learning of the subject content: Enables active learning and knowledge construction
2. Learn programming concepts in the context: This is especially beneficial for students who have no prior programming experiences.
3. Not increase additional workload: Computational thinking (or as DiSessa puts it: "computational literacy") is a literacy skill like reading and writing. Here, we are proposing to use computers as a tool to think with.
This requires a lot of effort including providing professional development for teachers, restructuring curriculum, and supporting stakeholders through flexible implementation opportunities.
Considering the fact that computers have pervaded across domains, we could try integrating computational thinking with these domains. For example, you could teach Chemistry using simulations and modeling. It would deepen learning and, if the curriculum is well-structured, provide students the opportunity to learn computational thinking (within the context).
Integrating computational thinking in the existing curriculum has several benefits: 1. Deepen learning of the subject content: Enables active learning and knowledge construction 2. Learn programming concepts in the context: This is especially beneficial for students who have no prior programming experiences. 3. Not increase additional workload: Computational thinking (or as DiSessa puts it: "computational literacy") is a literacy skill like reading and writing. Here, we are proposing to use computers as a tool to think with.
This requires a lot of effort including providing professional development for teachers, restructuring curriculum, and supporting stakeholders through flexible implementation opportunities.