Computational Thinking as Subject Matter: As an Independent Subject or Integrated across Subjects?

The thrust of this chapter evolves around the idea that computational thinking has a build-in distinction between a pure and an applied perspective, and that this distinction has pedagogical consequences when CT is integrated into curricula and learning designs. We show that both of these perspectives on CT undergo different kinds of tranformationel processes when integrated into education, and we argue that these transformationel processes have elements that are both particular to specific cases of integration as well as general elements that are intrinsically bound to pedagogy itself.