  Computational Thinking (CT) is still a relatively new term in the lexicon of
learning objectives and science standards. There is not yet widespread
agreement on the precise definition or implementation of CT, and efforts to
assess CT are still maturing, even as more states adopt K-12 computer science
standards. In this article we will try to summarize what CT means for a typical
introductory (i.e. high school or early college) physics class. This will
include a discussion of the ways that instructors may already be incorporating
elements of CT in their classes without knowing it. Our intention in writing
this article is to provide a helpful, concise and readable introduction to this
topic for physics instructors. We also put forward some ideas for what the
future of CT in introductory physics may look like.
