Revolutionizing Curricula Through Computational Thinking, Logic, and Problem Solving

Revolutionizing Curricula Through Computational Thinking, Logic, and Problem Solving

Pages: 300
DOI: 10.4018/979-8-3693-1974-1
ISBN13: 9798369319741|EISBN13: 9798369319758
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Description & Coverage
Description:

In today's rapidly digitizing world, the lines separating various academic disciplines are blurring, ushering in the era of "Computational Convergence." This proposed book seeks to explore this compelling paradigm shift, positioning computational thinking not just as a skill set for the digital age, but as a fundamental way of problem-solving and logical reasoning applicable to all areas of education. Computational Convergence delves deep into the notion of computational thinking, a concept that involves a set of problem-solving methods that harness the power of computational processes irrespective of the discipline. Rather than just being about coding or digital systems, computational thinking involves logic, algorithms, decomposition, patterns, and abstraction.

Beginning with a historical context, this proposed book will examine how computational thinking emerged from the realms of computer science to be recognized as a vital cognitive skill in the 21st century. Subsequent chapters will focus on real-world applications, showcasing how subjects like literature, art, and history, not just STEM subjects, can benefit from a computational lens. Through case studies, lesson plans, and practical exercises, educators will be equipped with tools and strategies to integrate computational thinking seamlessly into their classrooms.

One of the highlights of the proposed book will be its emphasis on the symbiotic relationship between computational thinking and critical thinking – showing how the former amplifies the latter. We also touch upon the socio-economic implications, where students equipped with this dual skill set are poised to be more adaptable and innovative in an ever-changing workforce. This book will advocate for a transformative shift in curricula, urging educators to move beyond traditional silos and embrace a more interconnected, computationally intelligent future.

The target audience for this book will be: • Educators: Educators across all academic levels, from primary to tertiary education, regardless of their subject expertise. • Curriculum Developers: Professionals who design and develop educational content and syllabi. • School Administrators: Principals, deans, and other decision-makers looking to innovate and enhance their school's educational methods. • Education Researchers: Those studying pedagogical methods, digital literacy, and 21st-century learning paradigms. • Policy Makers: Government officials or bodies responsible for shaping educational policies. • Teacher Training Institutions: Institutions that offer professional development courses for educators. • EdTech Entrepreneurs: Individuals or companies developing educational technology tools and platforms that can benefit from integrating computational thinking principles. Given the interdisciplinary nature of "Computational Convergence", this book will have a wide market appeal. The demand for innovative pedagogical tools and strategies is global, making this publication relevant for audiences across the world, irrespective of their educational or cultural backgrounds.

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Editor/Author Biographies

Experienced Computer Science & Software Engineering Professor with a demonstrated history of work in higher education and the software industry. Skilled in Computer Science, Software Engineering & Development applying best practices of object-Oriented and Functional Programming, Full-stack web application experience with Ruby on Rails, Django, Grails and IHP, some front-end development with Elm, strong hand in functional programming with Haskell and Clojure, and growing expertise in Data Science and Machine Learning using Python libraries -- Numpy, SciPy, Pandas and Scikit Learn. Strong education background with a PhD in Computer Science specialized in Distributed Databases from Cardiff University / Prifysgol Caerdydd.

Narasimha Rao Vajjhala is working as the Dean of the Faculty of Engineering and Architecture at the University of New York Tirana, Albania. He had previously worked as the Chair of Computer Science and Software Engineering programs at the American University of Nigeria. He is a senior member of ACM and IEEE. He is the Editor-in-Chief (EiC) of the International Journal of Risk and Contingency Management (IJRCM). He is also a member of the Risk Management Society (RIMS), and the Project Management Institute (PMI). He has over 23 years of experience teaching programming and database-related courses at both graduate and undergraduate levels in Europe and Africa. He has also worked as a consultant in technology firms in Europe and has experience participating in EU-funded projects. He has completed a Doctorate in Information Systems and Technology (United States); holds a Master of Science in Computer Science and Applications (India), and a Master of Business Administration with a specialization in Information Systems (Switzerland).
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