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.
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 Mr. Scott’s class designed apps in response to concerns of local community members to promote social justice.
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.
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.