The influx of computer technology into classrooms during the past decade raises the questions — how can we teach children to use computers productively and what effect will learning to program computers have on them? During this same period, researchers have investigated novice learning of computer programming. unites papers and perspectives by respected researchers of teaching and learning computer science while it summarizes and integrates major theoretical and empirical contributions. It gives a current and concise account of how instructional techniques affect student learning and how learning of programming affects students' cognitive skills. This collection is an ideal supplementary text for students and a valuable reference for professionals and researchers of education, technology and psychology, computer science, communication, developmental psychology, and industrial organization.