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which I wrote for Carnegie Mellon School of Computer Science’s publication The Link [Wing11], were based on earlier unpublished writings authored with Jan Cuny and Larry Snyder.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.

Hasil (Bahasa Indonesia) 2:

4. Kemajuan So Far dan Kerja Masih Dapat Dilakukan

Hampir delapan tahun setelah publikasi Sudut Pandang CACM saya, seberapa jauh kita telah datang? Kami telah datang jauh, bersama semua dimensi: berpikir komputasi telah mempengaruhi pemikiran di banyak disiplin ilmu lain dan banyak sektor profesional; berpikir komputasi, melalui dirubah komputer pengantar kursus ilmu, telah berubah kurikulum sarjana. Kami membuat terobosan di K-12 pendidikan di seluruh dunia. Sementara kami telah membuat kemajuan luar biasa, perjalanan kita baru saja dimulai. Kita akan melihat lebih banyak dan lebih disiplin membuat kemajuan ilmiah melalui penggunaan komputasi. Kita akan melihat lebih banyak dan lebih profesi diubah oleh ketergantungan mereka pada komputasi untuk melakukan bisnis. Kita akan melihat lebih banyak dan lebih perguruan tinggi dan universitas yang membutuhkan kursus ilmu komputer pengantar untuk lulus. Kita akan melihat lebih banyak negara menambahkan ilmu komputer K-12 kurikulum. Kita perlu terus membangun dan momentum kami. Kami masih perlu menjelaskan lebih baik untuk para ilmuwan non-komputer apa yang kita maksud dengan berpikir komputasi dan manfaat yang mampu berpikir komputasi. Kita perlu terus mempromosikan dengan semangat dan komitmen pentingnya pengajaran ilmu komputer untuk K-12 siswa. Minimal, kita harus berusaha untuk memastikan bahwa setiap siswa SMA di seluruh dunia memiliki akses ke ilmu komputer belajar. Dampak sebenarnya dari apa yang kita lakukan sekarang tidak akan terlihat selama beberapa dekade. Berpikir komputasi bukan hanya satu atau semua tentang ilmu komputer. Manfaat pendidikan mampu berpikir komputasi-dimulai dengan penggunaan abstraksi-meningkatkan dan memperkuat keterampilan intelektual, dan dengan demikian dapat ditransfer ke domain apapun. Ilmu, masyarakat, dan perekonomian kita akan mendapatkan keuntungan dari penemuan dan inovasi yang dihasilkan oleh tenaga kerja yang terlatih untuk berpikir komputasi. Catatan pribadi dan Ucapan Terima Kasih Bagian dari artikel ini, yang saya tulis untuk Carnegie Mellon Sekolah publikasi Ilmu Komputer ini Link [Wing11], didasarkan pada tulisan-tulisan sebelumnya tidak diterbitkan ditulis dengan Jan Cuny dan Larry Snyder. Saya berterima kasih kepada mereka untuk membiarkan saya mereka menggunakan prosa bersama kami dan atas upaya mereka sendiri dalam advokasi pemikiran komputasi. Melihat kembali berapa banyak kemajuan telah dibuat dalam menyebarkan pemikiran komputasi, saya berterima kasih atas kesempatan yang aku sementara aku adalah Asisten Direktur Komputer dan Ilmu Informasi dan Teknik (Cukai) Direktorat National Science Foundation. Saya memiliki tangan dalam CDI dan CE21 dari awal mereka, memungkinkan saya-melalui jangkauan NSF-untuk menyebarkan komputasi berpikir langsung ke sains dan teknik penelitian (CDI) dan pendidikan (CE21) masyarakat di AS. Inisiatif dan ketekunan jan Cuny ini menyebabkan upaya NSF dengan Dewan College dan seterusnya.