Competency Comparison

	A	B	C	D	E	F	G	H	I	J	K	L	M	N	P	Q	R	S	T	U	V	W	X	Y
1					CT CONCEPTS/ ELEMENTS										CT PRACTICES/STRATEGIES
2	Organization	Definition	CT or CS?	Document Type	Abstractions	Algorithms	Automation	Data	Decomp- osition	Impact of Computing	Models	Patterns	Other Concepts / Elements	Notes on Key Elements/Concepts	Does it also include key Practices or Strategies?	Abstracting	Analyzing	Collaborating	Communicating	Creating	Fostering Inclusive Environment	Testing & Refining	Other	Notes

3	ACARA	CT is a problem solving method that is applied to create solutions that can be implemented using technologies. It involves integrating strategies, such as: organizing data logically; breaking down problems into parts; intepreting patterns and models; and designing and implementing algorithms.	CT	Other	X	Strategy	X	Strategy	Strategy	X	Strategy	Strategy	X		X	X	X	X	X	X	X	X	X
4	Alabama Course of Study: Digital Literacy & Computer Science (DLCS) Frameworks	As Computational Thinkers, students break problems into component parts, identify key pieces of information, and use that information to solve problems.	CS + Digital Literacy	Frameworks	Standard	Standard	X	X	X	X	X	X	Programming & Development; Systems	Included, but covered other another STANDARD: Data & Systems (CS Standard: Computing Analyst) and Impact of Computing (CS Standard: Citizen of a Digital Culture).	Yes	X	X	Recurring Standard	X	X	X	X	See Notes	Include RECURRING STANDARDS, which are concepts that recur across the continuum and grade spans: Safety, Privacy, and Security; Legal and Ethical Behavior; Impact of Computing; SYSTEMS; Collaborative Research; and Digital Tools
5	BBC Bitesize	Computational thinking involves taking that complex problem and breaking it down into a series of small, more manageable problems (decomposition). Each of these smaller problems can then be looked at individually, considering how similar problems have been solved previously (pattern recognition) and focusing only on the important details, while ignoring irrelevant information (abstraction). Next, simple steps or rules to solve each of the smaller problems can be designed (algorithms).	CT	Other	Technique	Technique	X	X	Technique	X	X	Technique	X	According to BBC, Cornerstones = Key Techniques (they do not use the use the term concept/element here)	X	X	X	X	X	X	X	X	X
6	Computer Science Field Guide	The computational thinking practices help students coordinate and make sense of knowledge to accomplish a goal or task. They enable students to engage with the course content by developing computational artifacts and analyzing data, information, or knowledge represented for computational use. Each concept embodies specific essential questions and enduring understandings. The AP CSP curriculum framework answers these questions and builds the enduring understandings by targeting specific learning objectives (Students will be able to ... ) and essential knowledge (Students will know that ... ).	CS	Other	Concept	Concept	X	Concept	X	Concept	X	X	Also includes the following Concepts: Creativity; Programming; and The Internet		Yes	Practice	Practice	Practice	Practice	Practice	X	X	Connecting Computing;	Includes the following CT PRACTICES: Connecting Computing, Creating Computational Artefacts; Abstracting; Analyzing Problems and Artefacts; Communicating; and Collaborating
7	Computing at School (CAS)	Computational thinking is a cognitive or thought process involving logical reasoning by which problems are solved and artefacts, procedures and systems are better understood. It embraces: the ability to think algorithmically; the ability to think in terms of decomposition; the ability to think in generalisations, identifying and making use of patterns; the ability to think in abstractions, choosing good representations; and the ability to think in terms of evaluation. Computational thinking skills enable pupils to access parts of the Computing subject content. Importantly, they relate to thinking skills and problem solving across the whole curriculum and through life in general. Computational thinking can be applied to a wide range of artefacts including: systems, processes, objects, algorithms, problems, solutions, abstractions, and collections of data or information. In the following discussion of concepts, artefact refers to any of these.	CT	Frameworks	Concept	Concept	X	X	Concept	X	X	Concept	Evaluation	The Concept Patterns also includes "Generalizations."; Also includes "Evaluation" as one of the Core Concepts.	Yes	X	Technique	X	X	X	X	X	Applying; Coding; Designing; Reflecting;	CAS also indentifies 5 CT TECHNIQUES: Reflecting, Coding, Designing, Analyzing and Applying.
8	CS4All NYC	?	CS	Frameworks	Concept	Concept	Sub-Concept	Concept	Sub-Concept	X	X	Sub-Concept	X	Pattern Recognition is a sub-concept of Abstractions. Automation is a sub-concept under Data.	Yes	X	Practice	X	Practice	X	X	X	Prototyping	CS4All also identifies the following 3 PRACTICES: Analyzing, Protoyting, and Communicating; and the following 4 PERSPECTIVES: Explorer, Creator, Innovator, and Citizen
9	CSTA K-12 Computer Science Standards	CT is a problem solving process that includes (but is not limited to) the following characteristics: formulating problems in a way that enables us to use a computer and other tools to solve them; logically organizing and analyzing data; representing data through abstractions such as models and simulations; automating solutions through algorithmic thinking (a series of ordered steps); identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources; generalizing and transferring this problem solving process to a wide variety of problems.	CS	Standards	X	Concept	X	Concept	X	Concept	X	X	X	These are CS standards, so they are more expansive than CT.	Yes	Practice	X	Practice	Practice	Practice	Practice	Practice	Recognizing and Defining Computational Problems;	CSTA also identifies 7 PRACTICES: Fostering an Inclusive Computing Cultures; Collaborating around Computing; Recognizing and Defining Computational Problems; Developing and Using ABSTRACTIONS; Creating Computational Artefacts; Testing and Refining Computational Artefacts; Communication about Computing
10	Digital Promise (these are designed or EDUCATORS not students)	Computational thinking skills are versatile approaches to problem solving that include: Gathering and organizing data to investigate questions and communicate findings; Expressing procedures as algorithms (that is, a series of logical, precise, repeatable steps that delivers an expected result) to reliably create and analyze processes; Creating computational models that use data and algorithms to simulate complex systems; Using and comparing computational models to develop new insights about a subject.	CT	Other	X	Element	X	Element	X	Element	Element	X	X		Yes	X	X	X	X	X	Practice	X	Assessing; Selecting Appropriate Tools; Integrating CT into the Curriculum; Using Computers as Tools for Thinking	Also includes 5 CT pedagogical PRACTICES: Assessing CT, Selecting Appropriate Tools for CT; Integrating CT into the Curriculum; Creating an Inclusive Environment; and Using Computers as Tools for Thinking
11	Google for Education	Computational thinking (CT) is a problem solving process that includes a number of characteristics, such as logically ordering and analyzing data and creating solutions using a series of ordered steps (or algorithms), and dispositions, such as the ability to confidently deal with complexity and open-ended problems. CT is essential to the development of computer applications, but it can also be used to support problem solving across all disciplines, including math, science, and the humanities. Students who learn CT across the curriculum can begin to see a relationship between subjects as well as between school and life outside of the classroom.	CT	Other	Concept	Concept	Concept	Concept	Concept	X	X	Concept	Parallelization	Breaks patterns into Pattern Generalization and Pattern Recongition. Breaks Models into the following sub-categories: Analysis, Collection, and Representation.	Yes	Skill	Skill	X	X	X	X	X	See Notes	Identifies some supporting SKILLS: formulating problems; organizing and analyzing DATA; representing data through ABSTRACTIONS; AUTOMATING solutions through ALGORITHM design; identifying/implementing possible solutions; and, transferring the problem-solving process
12	Harvard's Scratch Creative Computing	The context of our research is Scratch — a programming environment that enables young people to create their own interactive stories, games, and simulations, and then share those creations in an online community with other young programmers from around the world. By studying activity in the Scratch online community and in Scratch workshops, we have developed a definition of computational thinking that involves three key dimensions: (1) computational concepts, (2) computational practices, and (3) computational perspectives.	CT	Frameworks	X	X	X	Concept	X	X	X	X	Sequence; Loops; Paralellism; Events; Conditionals; and Operators		Yes	Practice	X	X	X	Perspective	X	Practice	Experimenting and Iterating; Reusing and Remixing; Modularizing	Scratch also identifies the following PRACTICES: Experimenting and Iterating; Testing and Debugging; Reusing and Remixing; ABSTRACTING and modularizing; and the following PERSPECTIVES: Expressing, Connecting, and Creating
13	Ignite my Future	Much like critical thinking, computational thinking is a higher-level process whereby students can decipher problems and form innovative solutions. What sets computational thinking apart is that it takes into account 21st century technology and overlaps it with key strategies to solve any given challenge. By teaching students to solve problems using the same components as a computer, we prepare them for bright futures where they can combine creativity with computational thinking for ultimate innovation and success.	CT	Frameworks	Component	Component	X	Component	Component	X	Component	Component	X	Breaks Data into Collect and Analyze Data. Patterns is referred to as "Finding Patterns."	X	X	X	X	X	X	X	X	X
14	ISTE	CT is a problem solving process that includes (but is not limited to) the following characteristics: formulating problems in a way that enables us to use a computer and other tools to solve them; logically organizing and analyzing data; representing data through abstractions such as models and simulations; automating solutions through algorithmic thinking (a series of ordered steps); identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources; generalizing and transferring this problem solving process to a wide variety of problems.	CT	Standards	Standard	Standard	X	Standard	Standard	Standard	X	X	X	Breaks Data into: Gathering & Analyzing Data; Algorithm Design; References "descriptive models" and abstact models across the standards. Other STANDARDS include: Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer, Creative Communicator and Global Collaborator	X	X	X	X	X	X	X	X	X	Covered under other other standards?
15	K-12 Computer Science Framework	Computational thinking requires understanding the capabilities of computers, formulating problems to be addressed by a computer, and designing algorithms that a computer can execute. The most effective context and approach for developing computational thinking is learning computer science; they are intrinsically connected. Computational thinking is at the heart of the computer science practices and is delineated by the practices 3, 4, 5, and 6.	CS	Frameworks	Cross-Cutting Concept	Concept	X	Concept	X	Concept	Sub-Concept	X	X	Models is a sub-concept under Data and Analysis.	Yes	Practice	X	Practice	Practice	Practice	Practice	Practice	Recognizing and Defining Computational Problems;	Identifies 7 PRACTICES: Fostering an Inclusive Computing Cultures; Collaborating around Computing; Recognizing and Defining Computational Problems; Developing and Using ABSTRACTIONS; Creating Computational Artefacts; Testing and Refining Computational Artefacts; Communication about Computing
16	Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework	Computational thinking is a problem solving process that requires people to think in new ways to enable effective use of computing to solve problems and create solutions. The capacity of computers to rapidly and precisely execute programs makes new ways of designing, creating, and problem solving possible. Computational thinking is characterized by: analyzing, modeling, and abstracting ideas and problems so people and computers can work with them; designing solutions and algorithms to manipulate these abstract representations (including data structures); and identifying and executing solutions (e.g., via programming).	CS + Digital Literacy	Frameworks	Standard	Standard	X	Standard	X	X	Standard	X	Programming & Development	The Impact of Computing is included under the Impact of Computing (CAS) strand.Also, Models is combined w/ Simulations into one Standard.	Yes	Cross-Cutting Concept	Cross-Cutting Concept	X	Cross-Cutting Concept	Cross-Cutting Concept	X	X	Connecting; Research	The MA DLCS Framework also identifies the following DLCS CROSS-CUTTING CONCEPTS: Abstraction, Analyzing, Communicating, Connecting, Creating, and Research.
17	Montana K-12 Digital Literacy and Computer Science (DLSC) Guidelines	Computational thinking is a problem solving process that requires people to think in new ways by using computers to solve problems and create solutions. The capacity of computers to rapidly and precisely execute programs provides new ways of designing, creating, and problem solving possible.	CS + Digital Literacy	Guiding Document (in anticipation of Standards being adopted in 2020)	Concept	Concept	X	Concept	X	X	Concept		Research; Programming & Development	Impact of Computing is covered under the Digital Literacy content standards.
18	Next Generation Science Standards	Computational thinking involves strategies for organizing and searching data, creating sequences of steps called algorithms, and using and developing new simulations of natural and designed systems.	CT	Standards	X	Practice	X	Practice	X	X	Concept	Cross-Cutting Concept	X	Offers a view of CT that is limited to the Sciences. Also combined with Mathematical practices, which include. NGSS identifies CT as a SCIENCE & ENGINEERING PRACTICE. Within this PRACTICE, NGSS identifies key CONCEPTS. Where would this fit on a continuum? DEVELOPING & USING MODELS and ANALYZING & INTERPRETING DATA are identified as separate ACTICES, but connected, to CT.	See Notes on the Key Elements / Concepts column	X	X	X	X	X	X	X	X
19	UAE K-12 Computer Science and Technology Standards	Computational thinking is the thought process involved in formulating problems and their solutions so that solutions are represented in a form that can be effectively carried about by an information-processing agent	CS	Standards	X	Concept	X	Included under another Domain in the Standards	Concept	Concept	X	X	Evaluation; Generalization	Includes Evaluation and Generalization as Core Concepts. Based on the definitions provided, Evaluation and Testing/Iterating Algorithm would be equivalent. Generalization is similar to Modularity. CT is ony one DOMAIN in the standards. Concepts, such as Data , are covered other Domains (Computer Practice and Programming). The impact of Comptuting is included in the Human-Computer Interaction domain. This makes it hard to draw a straight comparison.	X	X	X	X	X	X	X	X	X
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21	TALLIES		1. Algorithms (14); 2. Data (12); 3. Abstractions (11); 3. Decomposition (10); 4. Patterns (7); 5. Impact of Computing (6); 5. Models (6); 6. Automation (2)										Evaluation; Generalization; ParallelizationProgramming & Development;
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