Three powerful ways of using computers that integrate with academic subject matter: data work, automation, and modeling systems¶

Theory · All theories
Evidence · no claims cited

Description¶

The report organizes computational thinking integration around three uses of computers that align with goals for students: collecting, analyzing, and communicating data; automating procedures and processes; and using models to understand systems. Each practice is accompanied by teacher-facing "look fors" that operationalize it as observable student actions, such as "Using data to make predictions" for the data practice and "Considering efficiency" for automation. The framework is intended to help teachers identify where CT is or could be happening in classrooms regardless of subject area.

Design Implications¶

Context¶

Requirements¶

• Professional learning tools such as look fors to help teachers recognize productive CT use within learning activities

Constraints¶

• Framed for PreK-8 and K-12 academic subject-matter integration rather than stand-alone computer science courses

Target Learners¶

• PreK-8 students

Target Learning Objectives¶

• Applying computing skills across ELA, math, science, and social studies

Claims¶

Related Theories¶

• Digital Promise defines computational thinking as a set of computational skills and computational practices that teachers can map onto subject-matter learning
• A three-circle framework for computational thinking integration: skills, practices, and inclusive pedagogies
• Distinguishing computing, computer science, computational thinking, and programming
• CT–PCK construct framework: five core computational thinking practices integrated into middle school math via three instructional strategies
• 4P4CT framework: four learner-centered pedagogies for teaching computational thinking across all subjects

Examples¶

• Use NGSS-aligned K-8 science coursework as the starting point for district CT integration
• Integrate computational thinking into PreK-8 core subject matter rather than relying on stand-alone clubs and classes
• Build computational thinking skills in the younger grades through plugged and unplugged activities
• Incorporate CT skills into all teacher preparation programs, for all subject matters, with iterative guidance for non-STEM teachers
• Use the Computational Systems Modeling framework to guide curriculum integration, learning-tool design, and assessment of ST and CT

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