Informatics in Education

This autoethnographic paper is part of a special issue trying to answer the question “How to design or choose languages for programming novices?” I will describe howmy programming language Hedy was created, how the initial design goals were formed, how my perspectives on learning and teaching changed along the way, and how Hedy changed with it. The paper also discusses how the Hedy community came to be. Hedy was initially made for my own classroom and teaching, but quickly attracted a community, which I learned a lot from. This special issue has given me a unique opportunity, after 5 years of working on Hedy, to reflect on the process and to learn from it myself, and will hopefully also allow other programming language designers to learn from.

There is an increasing interest in the integration of computational thinking (CT) in the K-12 curriculum. By integrating CT into other disciplines, the aim is to equip students with essential skills to navigate domain-specific challenges. This study conducts a systematic review of 108 peer-reviewed scientific papers to analyze in which K-12 subjects CT is being integrated, learning objectives, CT integration levels, instructional strategies, technologies and tools employed, assessment strategies, research designs and educational stages of participants. The findings reveal that: (a) over two-thirds of the CT integration studies predominantly focus on science and mathematics; (b) the majority of the studies implement CT at the substitution level rather than achieving a transformation impact; (c) active learning is a commonly mentioned instructional strategy, with block-based languages and physical devices being frequently utilized tools; (d) in terms of assessment, the emphasis primarily lies in evaluating attitudes towards technology or the learning context, rather than developing valid and reliable assessment instruments. These findings shed light on the current state of CT integration in K-12 education. The identified trends provide valuable insights for educators, curriculum designers, and policymakers seeking to effectively incorporate CT across various disciplines in a manner that fosters meaningful skill development with an interdisciplinary approach. By leveraging these insights, we can strive to enhance CT integration efforts, ensuring the holistic development of students' computational thinking abilities and promoting their preparedness for the increasingly interdisciplinary domains of digital world.