With support from the Robin Hood Learning + Technology Fund, The Leadership Academy, and Learning Heroes, Digital Promise worked collaboratively to explore the integration of computational thinking (CT) and blended literacy in NYC elementary schools while centering inclusive pedagogies. Digital Promise’s key role was teacher focused, engaging a cohort of K-5 English Language Arts (ELA) educators to design resources to foster the integration of CT in ELA.
This four-year, NSF CSforALL project scales CT Pathways to a total of eight school districts from eight different states in developing and refining their K-12 offerings in order to attract and retain a broader and more diverse range of youth in computer science.
This Research Practitioner Partnership between Digital Promise and two rural East Kentucky School Districts builds on prior work to create a rurally sustaining computational thinking (CT) pathway that benefits students and the broader community by connecting CT to local cultural heritage of problem solving.
Computational Thinking Pathways are system-wide, K-12 pathways supporting equitable participation in computational thinking. This project researched and developed a toolkit to help school and district leaders establish CT Pathways in their districts.
In the project Computational Thinking for Next Generation Science, we engaged with five school districts across the United States to develop sustained professional learning opportunities integrated with micro-credentials to build capacity to integrate computational thinking into middle school science. This project developed a toolkit with Look fors, prompting questions, classroom examples, student rubrics and tools to support teachers to integrate computational thinking into their practice.
Tough as Nails, Nimble Fingers is a research-practitioner partnership wIth the goal of establishing a clear, competency-based K-8 pathway in which computing and computer science principles are offered to two of Kentucky’s most underserved, rural school districts.
This collaborative project aimed to identify the CT skills that align with the abilities and interests of preschool children (ages 3-5) and co-design resources that link to math and science and promote learning both at home and school.
SPICE is an NSF STEM+C project to develop an NGSS-aligned, project-based curriculum unit that integrates Earth science, engineering, and computational thinking for upper elementary students. The team conducts classroom studies to gather evidence of student learning across STEM disciplines.
CMISE will conduct design experiments in elementary and middle school classrooms to better understand the impacts of computational model construction, manipulation, exploration activities on student learning and teachers’ instructional practices in science and engineering design.
Funded by the US Department of Education’s Education Innovation and Research program, INFACT is a consortium of university and non-profit partners developing and implementing a comprehensive set of computational teaching and learning materials for children who are neurodiverse in grades 3-8.
A global design challenge inviting students to design solutions to real problems and take action to build a better world. Students use computational thinking skills as they engage with, investigate, and act upon a challenge facing their community.
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