Students in Ms. Silfa’s class used Scratch to design computational models about hurricanes, a topic relevant to the lives of many students. Throughout the unit, there were many opportunities for students to speak and learn in multiple languages and connect with their families and communities.
Students in Ms. Lindahl’s class analyzed demographic disparities in rates of cancer diagnosis, treatment, and outcomes.
Preschool children connect computational thinking skills to learning and everyday activities such as getting ready for school, using Playdough, and going to the grocery store.
Students in Ms. Jenkins' English language arts class used computational thinking skills such as problem decomposition and abstraction to identify the theme of a story and compose paragraphs.
Students in Mr. Scott’s class designed apps in response to concerns of local community members to promote social justice.
Students in Ms. Bibb-Fox’s class analyzed large data sets to inform their own inquiries about the ongoing COVID-19 pandemic.
Talladega County Schools shared leadership between district, school, and teacher leaders to develop a K-12 computational thinking pathway that is individualized for their district and student needs.
The computational thinking framework and self-assessment guide schools as they integrate computational thinking across subject areas. The framework offers opportunities for shared leadership and explicit considerations of inclusive computing pedagogies as computational thinking is integrated school-wide.
Project Tomorrow provides individualized professional development to teachers in New York City. Based on an initial assessment of teacher readiness, teachers receive individual coaching and participate in a professional learning community as they learn to integrate computational thinking into their classrooms.
Maker Partnership Program utilized the Maker approach to learning in order to build teachers’ capacity to integrate computational thinking to their science instruction.
Hostos Community College integrated Universal Design for Learning and computational thinking into an instructional technology course. The course models the inclusive pedagogies taught while providing project-based learning opportunities for pre-service teachers.
Queens College integrated computational thinking into both the coursework and the field experiences of pre-service teachers in their teacher education program.
Computational Thinking