4. Progress So Far and Work Still t

4. Progress So Far and Work Still to Do

Nearly eight years after the publication of my CACM Viewpoint, how far have we come? We have come a long way, along all dimensions: computational thinking has influenced the thinking in many other disciplines and many professional sectors; computational thinking, through revamped introductory computer science courses, has changed undergraduate curricula. We are making inroads in K-12 education worldwide. While we have made incredible progress, our journey has just begun. We will see more and more disciplines make scholarly advances through the use of computing. We will see more and more professions transformed by their reliance on computing for conducting business. We will see more and more colleges and universities requiring an introductory computer science course to graduate. We will see more and more countries adding computer science to K-12 curricula. We need to continue to build up and on our momentum. We still need to explain better to noncomputer scientists what we mean by computational thinking and the benefits of being able to think computationally. We need to continue to promote with passion and commitment the importance of teaching computer science to K-12 students. Minimally, we should strive to ensure that every high school student around the world has access to learning computer science. The true impact of what we are doing now will not be seen for decades. Computational thinking is not just or all about computer science. The educational benefits of being able to think computationally—starting with the use of abstractions—enhance and reinforce intellectual skills, and thus can be transferred to any domain. Science, society, and our economy will benefit from the discoveries and innovations produced by a workforce trained to think computationally. Personal Notes and Acknowledgements Parts of this article, which I wrote for Carnegie Mellon School of Computer Science’s publication The Link [Wing11], were based on earlier unpublished writings authored with Jan Cuny and Larry Snyder. I thank them for letting me them use our shared prose and for their own efforts in advocating computational thinking. Looking back over how much progress has been made in spreading computational thinking, I am grateful for the opportunity I had while I was the Assistant Director of the Computer and Information Science and Engineering (CISE) Directorate of the National Science Foundation. I had a hand in CDI and CE21 from their start, allowing me—through the reach of NSF—to spread computational thinking directly to the science and engineering research (CDI) and education (CE21) communities in the US. Jan Cuny’s initiative and persistence led to NSF’s efforts with the College Board and beyond.

Hasil (Bahasa Indonesia) 1:

4. kemajuan sejauh ini dan bekerja masih harus dilakukan Nearly eight years after the publication of my CACM Viewpoint, how far have we come? We have come a long way, along all dimensions: computational thinking has influenced the thinking in many other disciplines and many professional sectors; computational thinking, through revamped introductory computer science courses, has changed undergraduate curricula. We are making inroads in K-12 education worldwide. While we have made incredible progress, our journey has just begun. We will see more and more disciplines make scholarly advances through the use of computing. We will see more and more professions transformed by their reliance on computing for conducting business. We will see more and more colleges and universities requiring an introductory computer science course to graduate. We will see more and more countries adding computer science to K-12 curricula. We need to continue to build up and on our momentum. We still need to explain better to noncomputer scientists what we mean by computational thinking and the benefits of being able to think computationally. We need to continue to promote with passion and commitment the importance of teaching computer science to K-12 students. Minimally, we should strive to ensure that every high school student around the world has access to learning computer science. The true impact of what we are doing now will not be seen for decades. Computational thinking is not just or all about computer science. The educational benefits of being able to think computationally—starting with the use of abstractions—enhance and reinforce intellectual skills, and thus can be transferred to any domain. Science, society, and our economy will benefit from the discoveries and innovations produced by a workforce trained to think computationally. Personal Notes and Acknowledgements Parts of this article, which I wrote for Carnegie Mellon School of Computer Science’s publication The Link [Wing11], were based on earlier unpublished writings authored with Jan Cuny and Larry Snyder. I thank them for letting me them use our shared prose and for their own efforts in advocating computational thinking. Looking back over how much progress has been made in spreading computational thinking, I am grateful for the opportunity I had while I was the Assistant Director of the Computer and Information Science and Engineering (CISE) Directorate of the National Science Foundation. I had a hand in CDI and CE21 from their start, allowing me—through the reach of NSF—to spread computational thinking directly to the science and engineering research (CDI) and education (CE21) communities in the US. Jan Cuny’s initiative and persistence led to NSF’s efforts with the College Board and beyond.