Building Computational Thinking (CT) Readiness: An EAGER Proposal to Refine and Study a Framework for Integrating CT Across Subjects in High-Poverty Elementary Schools

CT refers to the concepts, practices, and perspectives for problem solving that are derived from computer science (CS). However, the learning and application of CT is not limited to CS. There is increasing recognition that foundational CT competencies such as abstraction, decomposition, pattern recognition, and testing and debugging play a role across the disciplines, and that these competencies can be learned outside of the context of CS. To facilitate the integration of CT across grades and subject areas at the elementary school level, this project developed a CT Integration Framework and self-assessment tool. The framework and self-assessment tool were designed to help guide educators in planning for their CT integration efforts, providing them with a means to evaluate their readiness for CT integration and to monitor successful implementation. To develop the CT Integration Framework and self-assessment tool, the Center for Children and Technology of the Education Development Center and the Research Alliance worked using an iterative and collaborative process with school administrators and staff, computer science (CS) and CT professional development providers, and experts in CS education to define key determinants for schoolwide CT integration for all students. The CT Integration Framework that resulted from this process postulates six focus areas: (1) Teacher Knowledge and Pedagogical Knowledge; (2) Teacher Supports; (3) Curriculum Features and Lesson/Unit Planning; (4) Computational Thinking Assessment; (5) Student Outcomes; and (6) Families and the School Community. Each focus area is further defined by specific elements (indicators) that have been found to influence effective CT integration efforts and to focus on the larger ecosystem within the school, reaching all teachers in all grades and content areas, and thereby increasing access to CT for all students, including those who may not opt to participate in CS courses or afterschool opportunities. The companion self-assessment tool specifies indicators for each element within a focus area, examples of what the indicator might look like when implemented, reflection questions to guide educators in assessing their school's priorities, strengths, and challenges, and a four-point rubric (ranging from not a priority to achieving) for users to indicate the extent to which they meet each indicator.

The project team conducted a small pilot study in collaboration with New York City and Chicago Public Schools to explore educators? use of the framework and self-assessment tool. The CT Integration Framework proved to be a useful tool for the researchers and practitioners who participated in the project. Teams of educators from participating schools found the self-assessment tool to be successful in helping to guide their school-wide CT integration planning and implementation efforts. Using the CT Integration Framework, in particular the Teacher Supports focus area, at the start of the partnership with school leadership resulted in documenting and clearly defining the leadership vision of CT. It also helped to ensure that a progression toward CT supports, particularly scheduling time for professional development and teacher collaborative planning time, could be established to progress toward the school's vision for CT integration. The pilot also helped the project team to understand the different elements each school prioritized as their initial areas of focus, and how each school expanded their efforts over time. When triangulated with additional survey and interview data, the information collected by using the CT Integration self-assessment tool provided the project team with a structure for learning about the approaches each school took toward school-wide integration and for understanding the similarities and differences that emerged among the schools. 

Project staff have participated in several outreach efforts to share information about our products and research findings. The team presented the CT Integration Framework at NSF's CSforALL PI Summit in 2019 and at the 14th International Congress on Mathematical Education in July 2021. Co-PI Sherwood authored a blogpost published by EDC and shared information about this project during the podcast Education Excellence. The project team also produced a video for NSF's STEM for ALL video showcase in 2021. In addition, Digital Promise's newly published report on CT for an Inclusive World features a description of the CT Integration Framework, and Co-PI Sherwood and Co-PI Fancsali both participated as panelists for Digital Promise's Developing Capacity for CT webinar in January 2022. The CT Integration Framework and self-assessment tool are freely available through EDC's website at https://ctframework.edc.org. 

Last Modified: 06/10/2022
Modified by: Heather Sherwood