Local communities of computing education in Norway

The paper seeks to examine how existing communities in computing education thrive in Norway and manage to empower school pupils and tutors realising their role in the digital society, learn programming, and become familiar with Computer Science and Information Technology. Two semi-structured interviews were conducted with organisers and designers of activities that promote computing education and programming in Norway. Also, one focus group discussion was conducted with high school students that participated in a small number of learning activities on design thinking, programming and Internet of Things. The results were qualitatively analysed using the Grounded Theory in order to conclude how different aspects (cognitive, social, organisational, policy) are manifested and interweaved in these communities.