Call for Chapters: Tools for Teaching Computational Thinking in P-12 Education


Michail Kalogiannakis & Stamatios Papadakis (Editors)

University of Crete, Faculty of Education
Department of Preschool Education
University Campus - Gallos, P.C. 74100, Rethymno - Crete - Greece,,

Call for Chapters

Proposals Submission Deadline: August 17, 2019
Full Chapters Due: December 15, 2019
Submission Date: April 8, 2020


Over the past few decades, Computational Thinking (CT) has gained widespread attention and been regarded as one of the essential skills required by those growing up in the digital era. The term ‘Computational Thinking Education’ emphasizes the role of computing and computational ideas in facilitating learning, a perspective that is the legacy of Seymour Papert. To nurture the next generation to become creative problem-solvers, there is a growing need to implement CT education into the school curriculum. This book will be an edited volume with a specific focus on CT education. The chapters will be contributed by a group of world-renowned scholars and researchers, who pioneer research on CT education. To enable readers with various interests to advance their knowledge in this fresh yet important field, this book will cover sub-themes that will be of interest to academics and educators, schoolteachers, policymakers and other readers. The sub-themes include CT and tool development, student competency and assessment, CT and programming education in K-12, CT in K-12 STEM education and non-formal learning, teacher and mentor development in K-12 education, and CT in educational policy and implementation.


Although Papert had already used the term “Computational Thinking” (CT) 10 1996, the current discussion of CT can be traced back to Wing. Wing in 2006 characterized CT by stating that it “involves solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science”. She emphasized that CT is not about thinking like a computer but about how humans solve problems in a way that can be operationalized with and on computers. In the decade since, many educational researchers have worked to integrate computational thinking into modern computing and STEM curricula. However, the explosive growth of computational thinking has also resulted in a fragmentation of its meaning, with educational researchers, curriculum designers, and teachers using different definitions, educational approaches, and methods of assessments. There have been attempts to reconcile these differences and to bring leading researchers together to compare and contrast these perspectives.
While the growth of computational thinking has brought new awareness to the importance of computing education, it has also created new challenges. Many educational initiatives focus solely on the programming aspects, such as variables, loops, conditionals, parallelism, operators, and data handling, divorcing computing from real-world contexts and applications. This decontextualization threatens to make learners believe that they do not need to learn computing, as they cannot envision a future in which they will need to use it, just as many see math and physics education as unnecessary. This decontextualization of computing education from the actual lives of students is particularly problematic for students underrepresented in the fields of computing and engineering, such as women and other learners from nondominant groups. For these students, there is a need for their work to have an impact in their community and for it to help them develop a sense of fit and belonging.
In response, this book advocates for a new approach to computing education. The perspective argues that while learning about computing, young people should also have opportunities to create with computing which have direct impact on their lives and their communities. Computational identity builds on prior research that showed the importance of young people’s development of scientific identity for future STEM growth. Digital empowerment involves instilling in them the belief that they can put their computational identity into action in authentic and meaningful ways.

Target Audience

The book will be proposed as a basic textbook in the following subjects:
- Postgraduate course “Science Education and Mobile Applications” University of Crete, Greece, Department of Preschool Education
- Graduate course “Didactic of Informatics” Technological Education Institute of Crete, Greece
- Graduate course “Didactic of Informatics” University of Crete, Greece, Science of Computer Science

Recommended Topics

Computational Thinking
Novice programmers
CT and programming education in K-12
CT in K-12 STEM education and non-formal learning
CT in Preschool and Primary education
Educational robotics and CT development
CT in non-formal learning

Submission Procedure

Researchers and practitioners are invited to submit on or before August 17, 2019, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by August 30, 2019 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by December 15, 2019, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project. Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Trust in Knowledge Management and Systems in Organizations. All manuscripts are accepted based on a double-blind peer review editorial process. All proposals should be submitted through the eEditorial Discovery®TM online submission manager.


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2020.

Important Dates

Phase 1
Submission Jul 8, 2019
Call for chapters submission Jul 13, 2019
Call for chapters approval and opening date Jul 18, 2019
1st proposal submission deadline Aug 17, 2019
2nd proposal submission deadline Sep 16, 2019
Last Call for Proposals (if needed) Oct 16, 2019
Full chapter submission Dec 15, 2019

Phase 2
Review results due to authors Feb 12, 2020

Phase 3
Revisions due from authors Mar 11, 2020
Final acceptance/rejection notification due to authors Mar 25, 2020
All final accepted materials due from authors Apr 8, 2020
Final deadline May 6, 2020


Back to Call for Papers List