Abstract
This conceptual article examines resources for facilitating computational thinking (CT) in Massachusetts schools within the context of the Digital Literacy and Computer Science (DLCS) Curriculum Framework. It advances an argument for the ethical, intentional, and educator supervised integration of computational thinking resources and generative artificial intelligence to support inclusive, developmentally appropriate, and student-centered learning environments. The analysis suggests that although no single resource may fully address the breadth of DLCS standards, their coordinated use may strengthen scaffolding, differentiation, personalization, and meaningful engagement with computational thinking concepts. Within this framework, generative artificial intelligence is understood as a supportive instructional tool, while educators remain central to pedagogical judgment, curricular alignment, and ethical implementation. The article also points to the value of a coherent, vertically aligned curriculum framework to support students’ readiness for future academic and technological demands. Future research should explore how computational thinking concepts may be introduced progressively across grade levels through educator guided uses of generative artificial intelligence that foster representation, innovation, and responsive learning experiences.
Recommended Citation
Elias, Simone; Brutti, Richard; and Wilson-Jones, Linda
(2026)
"Exploring the Potential of Generative Artificial Intelligence in Enhancing Computational Thinking in Digital Literacy and Computer Science Education,"
Journal of Research Initiatives: Vol. 9:
Iss.
2, Article 11.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol9/iss2/11