Strong computational thinking (CT) skills are key to problem-solving as well as important for success in many careers. Yet there is little research to guide teachers and administrators in building CT instruction into K–12 education—especially at the elementary school level.
EDC is conducting case studies in five New York City elementary schools to advance knowledge of effective models for integrating CT into elementary education. The EDC team is working closely with the schools as they pilot several approaches to CT integration.
EDC researchers are carrying out the following activities:
- Document the school contexts, the implementation partner’s support, and the CT integration process
- Collect data to assess changes in students’ subject area competency, CT competency, academic self-regulation, and self-efficacy outcomes
- Examine the CT integration practices of teachers in each school and the changes in the CT integration mindsets of the teachers and principals of participating schools
- EDC will produce and nationally disseminate blueprints of CT implementation models and a framework for effective elementary CT integration.
- Schools nationwide will be able to use the blueprints and studies to select the CT integration models most appropriate to their needs.
- Schools nationwide will be able to use the framework to guide and enhance their CT integration work.
University of Illinois-Urbana Champaign and the Research Alliance for NYC Schools