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CT involves processes of thinking such as logics, reasoning and usage of data analysis, like that of computer.

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Computational Thinking is a set of skills to solve problem in a systematic way

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Computational thinking involves a logical thought process where data is used to solve problems through reasoning.

It is important that students are equipped with a way to organize data and information in a logical way so as to provide information for decision making and problem solving.

Computational thinking can be creative . The creative process comes in terms of problem solving and efficiency. There is more than one way of doing something- it is about which way is the most efficient. Another would be using the fixed rules in a new way where it has not been used before.

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Computational thinking to me is more strongly co-related to engineering track as it largely uses multiple sources of data like computer coding language, binary codes to established linkages and meaningful reasoning to pre and post experiments or projects problem solving.

This will be more suitable for maths or sciences engineering course track

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systematic way of solving problems, design systems.

It should be taught in schools as our children really lack problem solving skills and perseverance. Perseverence can be considered as a endless loop of the process to solve the problem.
however computational thinking does not encourage creativity, it encourage efficiency and mechanistic ways. Are we going to create an assessment that encourages them to think within the box?

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According to Wing (2011), "Computational thinking is the thought process involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent."

For CT tools to successful in schools, there is a need for low threshold and high ceiling. Some of the topics CT might be introduced to schools could be:

1. Algorithms (Students to guess the algorithms that were included in their favorite app game)

2. Logical Reasoning and Decomposition (Once they understand the algorithms, they could predict what the computer would do. Or they could be given a set of coding with errors and try to debugging it looking at different parts at a time.)

3. Patterns (When coding, or looking at coding, students identify patterns and try to make meaning of it.

Miles Berry shared his advice and lesson online:

Year 1: We are TV chefs - filming steps in a recipe

Year 2: We are games testers - exploring how computer games work

Year 3: We are bug fixers - finding and correcting bugs in programs

Year 4: We are toy designers - prototyping an interactive toy

Year 5: We are cryptographers - cracking codes

Year 6: We are computational thinkers - mastering algorithms for searching, sorting and mathematics

I think CT can be introduced in school in a simplified and fun matter.

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Computational thinking is a problem solving process that includes:
• Formulating problems in a way that enables us to use a computer and other tools to help 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.

These skills are supported and enhanced by a number of dispositions or attitudes that are essential dimensions of CT, including:
• Confidence in dealing with complexity
• Persistence in working with difficult problems
• Tolerance for ambiguity
• The ability to deal with open-ended problems
• The ability to communicate and work with others to achieve a common goal or solution.

Jeanette Wing described computational thinking (CT) as a way of “solving problems, designing systems, and understanding human behavior by drawing on the concepts fundamental to computer science.” Computational thinking involves  problem decomposition, data representation, and modeling.

It should be taught in school because  “computational thinking is a fundamental skill for everyone, not just for computer scientists. To reading, writing, and arithmetic, we should add computational thinking to every child’s analytical ability.”
" Computational thinking is a powerful approach to thinking and problem solving. It involves breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved  in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging). Such computational thinking skills can be valuable in many aspects of life, ranging from writing a recipe to share a favorite dish with friends, through planning a holiday or expedition, to deploying a scientific team to tackle a difficult challenge like an outbreak of disease. The aim is to teach children to structure problems so they can be solved. Computational thinking can be taught as part of mathematics, science and art or in other settings. The aim is not just to encourage children to be computer coders, but also to master an art of thinking that will enable them to tackle complex challenges in all aspects of their lives. "

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Computational thinking is a way of solving problems in a systematic manner based on concepts of computational science.

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To me, CT is about the systematic development of a set of logical solutions to a particular problem. When solutions fail, learners investigate what went wrong, and what can be improved and then feed this information into a 'solution bank' to generate the next improved version of the solution.

I think CT can be embedded into the curriculum to develop an astute sense of identifying problems and formulating possible solutions.