Jonas Hallström, Linköping University, Sweden, is Professor of Technology Education. His research concerns historical, philosophical, and sociological aspects of technology (education), and his most recent book is Teaching and Learning about Technological Systems (Springer, 2022, co-edited with P. John Williams).Marc J. de Vries, Delft University of Technology, the Netherlands, is Professor of Philosophy of Technology and Professor of Science and Technology Education. He is the Editor-in-Chief of the International Journal of Technology and Design Education (Springer) and author of, among other publications, the book Teaching about Technology: An Introduction to the Philosophy of Technology for Non-philosophers (Springer, 2016, 2nd edition).

• PrefaceList of Figures and TablesNotes on Contributors1 Introduction: Programming and Computational Thinking in Technology EducationJonas HallströmPART 1: Definition, Philosophy and History of Programming and Computational Thinking, in Relation to Technology Education2 How Computers Entered Swedish Classrooms: The Importance of Educating Digital CitizensJörgen Nissen and Linnéa Stenliden3 Transposition of Computing and Programming Knowledge in Swedish Upper Secondary School during the 1970s and 1980sLennart Rolandsson, Cecilia Kilhamn and Kajsa Bråting4 Introducing Programming and Computational Thinking in Grades 1–9: Sweden in an International ContextLinda Mannila and Fredrik Heintz5 Design and Make—and Code? Technology Education and a Unified Conception of TechnologyJonas Hallström6 Framing Computational Thinking and Digital Competence in Technology EducationHelena Isaksson Persson and Arnold Pears7 Visual Programming as a Tool for Developing Knowledge in STEM Subjects: A Literature ReviewKarin Stolpe and Jonas HallströmPART 2: Curriculum and Teacher Perspectives on Computational Thinking and Programming in Technology Education8 Programming in School Technology Education: An Insight into Teachers’ Efforts to Unpack and Shape Programming in Technology EducationPeter Vinnervik9 Discourses of Programming Teaching within Compulsory EducationSusanne Engström and Eva Björkholm10 Student Teachers’ Experiences of Programmed Technological Artefacts: Range of Understanding and Ideas for DevelopmentAnna Perez and Maria Svensson11 Swedish Technology Teachers’ Understandings of Computer Programming as ModellingHelen Brink12 Teachers’ Experience of Science Centres as a Resource for Programming EducationMaria SparfPART 3: Computational Thinking and Programming in Technology Teaching13 Introducing Programming in an Early Primary Technology Classroom: The Distinction between Human and RobotAstrid Berg and Cecilia Axell14 Students’ Conceptions of Programmed Technological Solutions: A Basis for Organising TeachingAnne-Marie Cederqvist15 Metaphors and Gestures in Programming EducationAndreas Larsson16 Product or Process Criteria? What Teachers Value When Assessing ProgrammingLars Björklund and Charlotta NordlöfIndex

Jonas Hallström, Linköping University, Sweden, is Professor of Technology Education. His research concerns historical, philosophical, and sociological aspects of technology (education), and his most recent book is Teaching and Learning about Technological Systems (Springer, 2022, co-edited with P. John Williams).Marc J. de Vries, Delft University of Technology, the Netherlands, is Professor of Philosophy of Technology and Professor of Science and Technology Education. He is the Editor-in-Chief of the International Journal of Technology and Design Education (Springer) and author of, among other publications, the book Teaching about Technology: An Introduction to the Philosophy of Technology for Non-philosophers (Springer, 2016, 2nd edition).

• PrefaceList of Figures and TablesNotes on Contributors1 Introduction: Programming and Computational Thinking in Technology EducationJonas HallströmPART 1: Definition, Philosophy and History of Programming and Computational Thinking, in Relation to Technology Education2 How Computers Entered Swedish Classrooms: The Importance of Educating Digital CitizensJörgen Nissen and Linnéa Stenliden3 Transposition of Computing and Programming Knowledge in Swedish Upper Secondary School during the 1970s and 1980sLennart Rolandsson, Cecilia Kilhamn and Kajsa Bråting4 Introducing Programming and Computational Thinking in Grades 1–9: Sweden in an International ContextLinda Mannila and Fredrik Heintz5 Design and Make—and Code? Technology Education and a Unified Conception of TechnologyJonas Hallström6 Framing Computational Thinking and Digital Competence in Technology EducationHelena Isaksson Persson and Arnold Pears7 Visual Programming as a Tool for Developing Knowledge in STEM Subjects: A Literature ReviewKarin Stolpe and Jonas HallströmPART 2: Curriculum and Teacher Perspectives on Computational Thinking and Programming in Technology Education8 Programming in School Technology Education: An Insight into Teachers’ Efforts to Unpack and Shape Programming in Technology EducationPeter Vinnervik9 Discourses of Programming Teaching within Compulsory EducationSusanne Engström and Eva Björkholm10 Student Teachers’ Experiences of Programmed Technological Artefacts: Range of Understanding and Ideas for DevelopmentAnna Perez and Maria Svensson11 Swedish Technology Teachers’ Understandings of Computer Programming as ModellingHelen Brink12 Teachers’ Experience of Science Centres as a Resource for Programming EducationMaria SparfPART 3: Computational Thinking and Programming in Technology Teaching13 Introducing Programming in an Early Primary Technology Classroom: The Distinction between Human and RobotAstrid Berg and Cecilia Axell14 Students’ Conceptions of Programmed Technological Solutions: A Basis for Organising TeachingAnne-Marie Cederqvist15 Metaphors and Gestures in Programming EducationAndreas Larsson16 Product or Process Criteria? What Teachers Value When Assessing ProgrammingLars Björklund and Charlotta NordlöfIndex

Jonas Hallström, Linköping University, Sweden, is Professor of Technology Education. His research concerns historical, philosophical, and sociological aspects of technology (education), and his most recent book is Teaching and Learning about Technological Systems (Springer, 2022, co-edited with P. John Williams).Marc J. de Vries, Delft University of Technology, the Netherlands, is Professor of Philosophy of Technology and Professor of Science and Technology Education. He is the Editor-in-Chief of the International Journal of Technology and Design Education (Springer) and author of, among other publications, the book Teaching about Technology: An Introduction to the Philosophy of Technology for Non-philosophers (Springer, 2016, 2nd edition).

• PrefaceList of Figures and TablesNotes on Contributors1 Introduction: Programming and Computational Thinking in Technology EducationJonas HallströmPART 1: Definition, Philosophy and History of Programming and Computational Thinking, in Relation to Technology Education2 How Computers Entered Swedish Classrooms: The Importance of Educating Digital CitizensJörgen Nissen and Linnéa Stenliden3 Transposition of Computing and Programming Knowledge in Swedish Upper Secondary School during the 1970s and 1980sLennart Rolandsson, Cecilia Kilhamn and Kajsa Bråting4 Introducing Programming and Computational Thinking in Grades 1–9: Sweden in an International ContextLinda Mannila and Fredrik Heintz5 Design and Make—and Code? Technology Education and a Unified Conception of TechnologyJonas Hallström6 Framing Computational Thinking and Digital Competence in Technology EducationHelena Isaksson Persson and Arnold Pears7 Visual Programming as a Tool for Developing Knowledge in STEM Subjects: A Literature ReviewKarin Stolpe and Jonas HallströmPART 2: Curriculum and Teacher Perspectives on Computational Thinking and Programming in Technology Education8 Programming in School Technology Education: An Insight into Teachers’ Efforts to Unpack and Shape Programming in Technology EducationPeter Vinnervik9 Discourses of Programming Teaching within Compulsory EducationSusanne Engström and Eva Björkholm10 Student Teachers’ Experiences of Programmed Technological Artefacts: Range of Understanding and Ideas for DevelopmentAnna Perez and Maria Svensson11 Swedish Technology Teachers’ Understandings of Computer Programming as ModellingHelen Brink12 Teachers’ Experience of Science Centres as a Resource for Programming EducationMaria SparfPART 3: Computational Thinking and Programming in Technology Teaching13 Introducing Programming in an Early Primary Technology Classroom: The Distinction between Human and RobotAstrid Berg and Cecilia Axell14 Students’ Conceptions of Programmed Technological Solutions: A Basis for Organising TeachingAnne-Marie Cederqvist15 Metaphors and Gestures in Programming EducationAndreas Larsson16 Product or Process Criteria? What Teachers Value When Assessing ProgrammingLars Björklund and Charlotta NordlöfIndex