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Champion, Collaborator, Curator, Anchor: Supporting K-12 Teachers to Integrate Computational Thinking

Published: 15 March 2024 Publication History

Abstract

Computational thinking (CT) provides opportunities for students to build the skills they need for everyday life, future academic success, and careers. Increasingly, districts are integrating CT into K-12 disciplinary subjects and a growing number of teachers need the knowledge to lead CT learning opportunities. CT is still nascent in teacher education, however, and not all teachers are receiving professional learning on the job. Teachers need effective methods of support to ensure they are providing students with high quality CT learning opportunities. We present methods of support for integrating CT into schools. The poster highlights four methods to support teacher professional learning: allowing ample time for collaboration, a school-based advocate championing CT integration, posting and promoting curated resources, and a foundational person anchoring the work as the initiative expands. In doing so, this poster provides interrelated examples of teacher support and highlights methods of continuous support for teachers integrating CT across content areas.

References

[1]
Code.org, CSTA, and ECEP Alliance. 2022. 2022 state of computer science education: Understanding our national imperative. Retrieved from https://advocacy.code.org/stateofcs
[2]
Katrina Falkner, Sue Sentance, Rebecca Vivian, Sarah Barksdale, Leonard Busuttil, Elizabeth Cole, Christine Liebe, Francesco Maiorana, Monica M. McGill, and Keith Quille. 2019. An international comparison of K-12 computer science education intended and enacted curricula. In Proceedings of the 19th Koli Calling International Conference on Computing Education Research.
[3]
Irene Lee and Joyce Malyn-Smith. 2020. Computational thinking integration patterns along the framework defining computational thinking from a disciplinary perspective. J. Sci. Educ. Technol. 29, (2020), 9--18.

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      cover image ACM Conferences
      SIGCSE 2024: Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 2
      March 2024
      2007 pages
      ISBN:9798400704246
      DOI:10.1145/3626253
      Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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      New York, NY, United States

      Publication History

      Published: 15 March 2024

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      Author Tags

      1. computational thinking
      2. k-12
      3. professional learning
      4. teacher support

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      Overall Acceptance Rate 1,787 of 5,146 submissions, 35%

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      SIGCSE TS 2025
      The 56th ACM Technical Symposium on Computer Science Education
      February 26 - March 1, 2025
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