related to computational thinking is likely to provide valuable further insights into individual perspectives on that topic.

Last, and as noted at the end of Section 4.1.1, the technological substrate has proliferated by orders of magnitude since the late 1960s. Young people today—the targets of K-12 education—are correspondingly far more familiar with various manifestations of information technology and thus also more familiar with different contexts in which computational thinking can be relevant. It is hoped that the pedagogical focus of the second workshop will shed additional light on some of these different contexts.

For these reasons, the committee looks forward to the second workshop with anticipation.

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