Identifying Effective Models for Integrating Computational Thinking into NYC Elementary Schools

Challenge

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 conducted case studies in five New York City elementary schools to advance knowledge of effective models for integrating CT into elementary education. The EDC team worked closely with the schools as they piloted several approaches to CT integration.

Key Activities

EDC researchers carried out the following activities:

Documented the school contexts, the implementation partner’s support, and the CT integration process
Collected data to assess changes in students’ subject area competency, CT competency, academic self-regulation, and self-efficacy outcomes
Examined 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

Impact

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.