Paul Bradshaw nailed it a few years ago when he noted that despite calls as early as 2006 for newsrooms and their training grounds to change the way they think, ‘there is very little evidence of this being seriously addressed. Instead computational thinking is being taught earlier, to teenagers and younger children at school’ (Bradshaw, 2017, p. 1). This essay is a confession, a few excuses, but mainly an explanation why I, and other tertiary journalism educators like me, have not leapt at the opportunity to teach computational thinking and why you should not hate us for it. I remember trying to keep a poker face on, sitting around a table of respectable international colleagues, listening to one advocating passionately for teaching computational thinking to all journalism students. My inner monologue was howling, ‘OMG, No! Not more! My course is full to the brim and bursting’. I looked carefully at the faces around the table. Some were nodding. Others, like me, had tight brows and clenched jaws. We were in Paris at the World Journalism Education Congress in July 2019. The breakout group was the syndicate discussing the topic: ‘Teaching Data Journalism and Computational Skills’. Not a lot of love was shown in the discussion that followed for the idea of wheeling in a barrow-load of computational thinking. We broke it down and talked instead about quantitative literacy; we also talked about math aversion and my poker face dissolved. I am genuinely happy to talk to my students about their learnt number-phobia, experimental design and how to report statistics with confidence (Davies, 2019). Computational thinking felt like a bridge too far though, so I have been pondering why ever since.

中文翻译：

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为什么我不在新闻课上谈论计算思维：抱歉（不是真的抱歉）

几年前，保罗·布拉德肖（Paul Bradshaw）指出，尽管早在 2006 年就呼吁新闻编辑室及其训练场改变他们的思维方式，但“几乎没有证据表明这个问题得到了认真解决。” 取而代之的是，更早地向学校的青少年和年幼的孩子教授计算思维”（Bradshaw，2017 年，第 1 页）。这篇文章是一个忏悔，一些借口，但主要是解释为什么我和其他像我一样的高等教育新闻教育工作者没有抓住机会教授计算思维，以及为什么你不应该因此而恨我们。我记得我试着保持一张扑克脸，围坐在一张受人尊敬的国际同事的桌子旁，听一个热情地倡导向所有新闻系学生教授计算思维的人。我内心的独白是嚎叫着，‘天啊，不！不多！我的课程是满满当当的。” 我仔细地看着桌子周围的面孔。有人在点头。其他人，像我一样，眉头紧锁，下巴紧咬。2019 年 7 月，我们在巴黎参加了世界新闻教育大会。分组讨论的主题是“教授数据新闻和计算技能”。在随后的讨论中并没有表现出太多的爱，那就是推车推车计算思维。我们将其分解并讨论了定量素养；我们还谈到了数学厌恶，我的扑克脸消失了。我真的很高兴与我的学生谈论他们学到的数字恐惧症、实验设计以及如何自信地报告统计数据（Davies，2019）。计算思维感觉就像一座太远的桥梁，