Design early learning (K-3) CT opportunities both plugged and unplugged, with devices leveraged where appropriate¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The guide recommends that computational thinking skills, as the foundation for any computational problem solving, be integrated into early learning opportunities in K-3 both with and without computational devices. It notes that technological tools, where appropriate, help older learners connect skills to practices. The guide states skills "should be integrated into early learning opportunities in K-3 either plugged (with a computational device) and unplugged (without a computational device)."

Design Implications¶

Context¶

Requirements¶

• Both plugged and unplugged activities are treated as valuable learning experiences for building computational thinking skills

Constraints¶

• Leveraging technological tools where appropriate supports learners to connect and apply skills to practices in the older grades

Target Learners¶

• K-3 early learners

Target Learning Goals¶

• Foundational computational thinking skills such as abstraction, decomposition, and pattern recognition

Related Strategies¶

• Integrate computational thinking into existing disciplinary teaching across grade bands rather than adding it on
• Build computational thinking skills in the younger grades through plugged and unplugged activities
• Use a phased unplugged-to-plugged progression to build girls' CT confidence before introducing digital tools

Examples¶

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Key Sources¶

• Mills, K., Coenraad, M., Ruiz, P., Burke, Q., & Weisgrau J. (2021, December). Computational thinking for an inclusive world: A resource for educators to learn and lead, Quick start and discussion guide. Digital Promise. https://doi.org/10.51388/20.500.12265/140