Integrate computational thinking across K-12 subject areas rather than treating it as computer-science-only¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper recommends teaching computational thinking across subject areas in K-12 schools because it is "a skillset for solving complex problems, a way to learn topics in any discipline, and a necessity for fully participating in a computational world." Integration complements, not replaces, computer science expansion: where computer science is not yet offered, embedding computational thinking in existing disciplines empowers educators and students, and schools already teaching coding benefit from weaving it across disciplines. Suggested classroom activities include creating websites and apps for authentic users, analyzing and communicating with data, and creating computational models of complex systems.

Design Implications¶

Context¶

Requirements¶

• Educators need instructional approaches and materials that make computational thinking practices common tools for learning across disciplines

Constraints¶

• The paper states existing standards include aspects of computational thinking but do not yet encompass its full scope

Target Learners¶

• K-12 students
• classroom teachers across subject areas

Target Learning Goals¶

• computational thinking practices
• interdisciplinary problem solving

Affordances¶

• Coding Cs Computational Thinking Distinctions Framework

Related Strategies¶

• Integrate AI literacy across grades and subject-area learning rather than confining it to electives
• Embed computational thinking across existing K-12 subject areas using everyday and data-based activities

Examples¶

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Key Sources¶

• Digital Promise. (2017). Computational Thinking for a Computational World. https://digitalpromise.dspacedirect.org/items/a84a9ab5-6541-417f-ba96-4a66715e7732