Educational terminology in computing remains fragmented across geographic regions and educational traditions. Identical terms may refer to different concepts in different regions, while equivalent concepts are often termed differently in different traditions, creating barriers to the exchange of pedagogical practices. A globally shared terminology resource will help bridge this inconsistency in usage. This working group will explore the use of generative AI (GenAI) to support the aggregation, validation, and curation of terminology from diverse sources. Generative AI will serve in a directed co-development role while domain experts will still retain responsibility for the final product. The working group will evaluate the benefits and limitations of this GenAI-in-the-loop approach with particular attention to accuracy, bias, and coverage.

K-12 computing education research is a rapidly growing field of research, both driven by and driving the implementation of computing as a school and extra-curricular subject globally. Within discipline-based education research, it is a new and emerging field, drawing on fields such as mathematics and science education research for inspiration and theoretical bases. The urgency around investigating effective teaching and learning in computing in school alongside broadening participation has led to much of the field being focused on empirical research. Less attention has been paid to the underlying philosophical assumptions informing the discipline, which might include a critical examination of the rationale for K-12 computing education, its goals and perspectives, and associated inherent values and beliefs. The goals of this research project are to understand the implicit and hidden values, perspectives and goals underpinning computing education at school. This will be achieved through a critical examination of a wide body of literature leading to the development of a categorization and framework.

The Israeli CS curriculum for elementary schools was announced in 2016 and it is currently being implemented in several hundreds of schools. We study the evolution of this curriculum, from the vision of the policymakers to the students in the classrooms. Here we focus on the evolution of the idea of abstraction between the ideal intended curriculum, as expressed in the vision of the policymakers, and the written formal curriculum. We show a gap even between these two first phases regarding the important CS idea of abstraction.