#848: Bridging the Disconnect: Relational Ontologies and the Situated Nature of Computational Thinking

Computational thinking (CT) is often framed as a universal cognitive skill, yet this view often can overlook the lived realities of learning. This paper advances a relational ontology of CT, positioning learning as emerging through relationships among people, tools, values, and contexts. We propose four dimensions, identity, ethics and affect, community, and embodiment, and illustrate them through classroom practice, highlighting implications for designing more inclusive and meaningful CT experiences.