Given this perspective, the course is based on one particular definition of computational thinking (CT) that is not universal. CT has been described and discussed in some form for over thirty years, with many arguing that it is a necessary skill for K–16 students (Papert, 1996; Papert, 1980) and university students (Perlis, 1962). While the idea of CT is not new, it has received renewed attention in recent years because of the work of various researchers, educators, and technology advocates (Barr, Harrison, & Conery, 2011; Barr & Stephenson, 2011; Wing, 2006) who have described CT as an important ability that should be taught in K–16 settings because of potential benefits for people working in a variety of fields.