ABSTRACT
The chapter begins by exploring definitions of creativity and computational thinking, with particular reference to the extent to which they are oppositional or whether a synergy exists. In the process, young people learn important mathematical, engineering, and computational ideas. The International Society for Technology in Education with the Computer Science Teachers Association in 2011 produced an operational definition of computational thinking. A 'computational artefact can take many forms, including but not limited to, a program, an image, audio, video, a presentation, or a web page file'. In England, the Department of Education initially funded the Barefoot Computing project, a national initiative to support primary teachers' understanding of the Computing curriculum with an emphasis on promoting computational thinking. The Qualifications and Curriculum Authority 'suggested that creativity involves pupils in thinking or behaviour that includes: questioning and challenging; making connections, seeing relationships; envisaging what might be; exploring ideas, keeping options open; and reflecting critically on ideas, actions, outcomes.
