Integrate computational thinking into PreK-8 core subject matter rather than relying on stand-alone clubs and classes¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report's first commitment is focusing on PreK-8 integration of computing with engaging professional learning for teachers, rather than electives meant for a select few. It argues that "Creating access, particularly for historically minoritized students, often requires integrating CT into the existing subject matter rather than relying on stand-alone coursework or activities." Infusing CT connected to familiar topics builds student agency, attitudes, and confidence toward computing, making integration a value-add rather than an add-on.

Design Implications¶

Context¶

Requirements¶

• Appropriate support for K-8 teachers, including professional learning opportunities and resources, to own and translate CT content into their existing disciplinary expertise

Constraints¶

• Traditional computing access as electives favors a select few students and perpetuates inequitable tracking

Target Learners¶

• PreK-8 students, including historically minoritized students

Target Learning Goals¶

• Computational problem solving, agency, and attitudes/confidence toward computing within disciplinary learning

Related Strategies¶

• Commit at the district level to computing pathways that are cumulative, consistent, and competency-based across K-12 schools
• Use empathy interviews with students to identify and address systemic inequities in computing participation
• Engage teachers, families, and designers in participatory, iterative co-design of CT learning activities rather than adopting packaged solutions
• Integrate computational thinking into existing disciplinary teaching across grade bands rather than adding it on
• Embed algorithmic thinking lessons across content, standalone, SEL, problem-based, and review contexts
• Integrate AI literacy into disciplinary core subjects rather than adding a new AI subject
• Embed computational thinking across existing K-12 subject areas using everyday and data-based activities

Examples¶

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Key Sources¶

• Digital Promise. (2021, March). Powerful learning with computational thinking: Our why, what, and how of computational thinking. Digital Promise. https://doi.org/10.51388/20.500.12265/115