Computer Science
Wisconsin defines computer science as “an academic discipline that encompasses the study of computers and algorithmic processes, including their principles, their hardware and software designs, their applications, networks, and their impact on society” (WI Department of Public Instruction 2025).
This working definition of computer science draws upon these five content areas from the Wisconsin Standards for Computer Science.
- Algorithms and Design (ALG)
- Programming (PRO)
- Data and Analysis (DA)
- Computing Systems and Security (CSS)
- Computing and Society (FUT)
Wisconsin Standards for Computer Science
Computer science sits within a vibrant family of computing disciplines, each contributing something unique to students’ learning. While areas like computer literacy, information technology literacy, and digital technology career pathways play important roles, they are distinct from computer science. The definitions below highlight how these areas complement one another and help clarify the specific focus of computer science.
Computer Literacy: Computer literacy may be embedded into any discipline at any grade level to incorporate technology into teaching and learning. Wisconsin transitioned to the term “ Information Technology Literacy” when the academic standards were revised in 2017.
Information Technology Literacy: The ability of an individual, working independently or with others, to use tools, resources, processes, and systems responsible to access and evaluate information in any medium, and to use that information to solve problems, communicate clearly, make informed decisions, and construct new knowledge, products, or systems.
Digital Technology Career Pathway: The Wisconsin Regional Career Pathways (RCP) approach is a statewide effort to deliver high-quality career pathways in high schools that reflect the needs and vision of a regional collaborative group of employers, education, and economic and workforce development. Computer science coursework should be considered part of this career pathway along with other technology-related academic courses.
Computational Thinking (CT)
A common connection between many academic standard areas in Wisconsin in K-12 education is computational thinking. The Inte3rnational Society for Technology in Education (ISTE) and Computer Science Teacher Association (CSTA) definition breaks this problem-solving process down into core practices and associated dispositions.
Core Practices
- Decomposition: Breaking down complex problems or large datasets into smaller, manageable parts.
- Pattern Recognition: Identifying trends, repeated data, or similarities within the small problem components.
- Abstraction: Filtering out unnecessary details to focus strictly on the core information needed to solve the problem.
- Algorithm Design: Developing a step-by-step, ordered sequence of instructions or rules to automate a solution.
- Data Organization & Analysis: Logically organizing information and representing it through models or simulations>
Dispositions and Attitudes
Beyond technical skills, CSTA emphasizes that computational thinkers possess specific mindsets to tackle ambiguity:
- Confidence in dealing with complexity.
- Persistence when working through difficult debugging or iteration processes.
- Tolerance for ambiguity and comfort with open-ended problems.
Video: Computational Thinking - What is it? How is it used? (5:41)