A three-circle framework for computational thinking integration: skills, practices, and inclusive pedagogies¶

Theory · All theories
Evidence · 3 claims (3 for) · 3 studies (2 theoretical, 1 review), q1–q2 · 0 of 3 report an effect size · 3 claims rest on one study

Description¶

The report introduces a framework for integrating computational thinking into K-12 teaching, organized as three concentric circles. As the authors state, "Our recommended framework (Figure 2) has three concentric circles." The outermost circle holds CT skills (abstraction, algorithmic thinking, debugging, decomposition, pattern recognition, selecting tools) as cognitive processes for engaging computational tools; the middle circle holds CT practices (automation, computational modeling, data practices) that combine skills to solve applied problems; the innermost circle holds inclusive pedagogies. The report pairs each skill and practice with classroom examples, such as preschool button sorting for abstraction and high school open-data visualization for data practices.

Design Implications¶

Context¶

Requirements¶

• Educators must define what students need to know and be able to do to be successful computational thinkers before integrating CT
• Educators must first define what students need to know and be able to do to be successful computational thinkers

Constraints¶

• The report recommends applying the framework in light of child development considerations, with younger grades engaging primarily in skills and older grades in practices
• The framework is recommended for K-12 integration contexts as described by the guide

Target Learners¶

• K-12 students across all grade bands
• K-12 students, especially those experiencing marginalization in computing

Target Learning Objectives¶

• computational thinking skills and practices integrated with disciplinary learning
• Computational thinking skills and practices across disciplines

Claims¶

• Inclusive CT learning engages students in critiquing bias in real technological systems [+W]
• Lack of diversity in computing stems from social and structural barriers, not ability or interest [+M]
• Computing education has historically excluded marginalized student populations, and large inequities in access persist [+W]

Related Theories¶

• Inclusive pedagogies taxonomy: accessible instruction, connecting to homes and communities, and combating inequity
• Distinguishing computing, computer science, computational thinking, and programming
• 4P4CT framework: four learner-centered pedagogies for teaching computational thinking across all subjects
• TPACK framework as a foundation for teacher technology-integration knowledge
• Three powerful ways of using computers that integrate with academic subject matter: data work, automation, and modeling systems
• Digital Promise defines computational thinking as a set of computational skills and computational practices that teachers can map onto subject-matter learning

Examples¶

• Build computational thinking skills in the younger grades through plugged and unplugged activities
• Integrate computational thinking into existing disciplinary teaching across grade bands rather than adding it on
• Design early learning (K-3) CT opportunities both plugged and unplugged, with devices leveraged where appropriate

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. Digital Promise. https://doi.org/10.51388/20.500.12265/138
• 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