Creating Time in the Elementary School Day for Computer Science

• In Event: Power in the Plurality of Pedagogies and Partnerships in "Computer Science for All"

Abstract

OBJECTIVE
Computer science (CS) implementation in elementary classrooms is receiving increased attention from researchers and practitioners (Webb et al., 2017). However, with schedules emphasizing literacy and mathematics, and other subjects competing for instructional time, integrating CS within the elementary school day is challenging. Our Research-Practice Partnership —Outlier Research & Evaluation and Broward County Public Schools (BCPS)—created an innovation, Time4CS, to address this challenge. We investigated six problem-based transdisciplinary modules (Time4CS modules) that combined ELA, science, and social studies lessons with the Code.org Fundamentals CS education program.

THEORETICAL FRAMEWORK
This study examined associations between Time4CS module implementation and student outcomes. We applied an innovation implementation theoretical framework that defined and organized the Time4CS modules by their components (Century & Cassata, 2014). The framework guided us to organize the Time4CS modules into two types of components: structural (e.g. lesson order) and procedural (e.g. teacher behaviors and interactions, including teacher facilitation of group work). This approach also enabled us to account for interactive components present in our comparison group; and to identify specific module components, whether structural or interactional, associated with outcomes.

METHODS AND DATA
Schools were matched using a randomized-block design, and randomly assigned to the treatment (Time4CS) or comparison condition. Structural and interactional implementation were measured in treatment schools. Interactional implementation was measured in comparison schools as well because some Time4CS components occur regardless of module implementation.

We examined students’ attitudinal and achievement outcomes. BCPS shared students’ achievement outcomes, which included Achieve3000 literacy scores and Florida State Assessments in ELA, mathematics, and science. Attitudinal data were collected from teachers and students using questionnaires administered prior to and after Time4CS module implementation. Hierarchical linear modeling was used to examine associations between module implementation and student outcomes.

FINDINGS
Results indicated no differences in attitudinal or achievement outcomes for students in classrooms implementing Time4CS modules and comparison condition students. However, teachers who used Time4CS modules taught more CS. We also examined associations between components of instruction (e.g. interdisciplinary teaching practices; amount of CS carried out with students) available regardless of Time4CS module implementation and student outcomes. Across study conditions, we found that completing a higher percentage of non-grade-level assigned Code.org CS lessons (e.g., “extra Code.org CS) was positively associated with students’ achievement outcomes on ELA and mathematics tests. Similarly, higher levels of interdisciplinary teaching were associated with higher student achievement on these same measures. Finally, exposure to Time4CS module components helped reduce attitudinal and achievement gaps for traditionally underserved populations of students (e.g., African Americans, English language learners).

SIGNIFICANCE
These findings provide support for continued investigation of CS educational approaches in elementary classrooms, particularly transdisciplinary modules that integrate CS across disciplines. Moreover, this work has implications for researchers, practitioners, and students given the anticipated growth in the number of future jobs requiring advanced critical thinking skills and interest in CS. This study is a necessary first step to increasing understanding of how to promote interest in CS early in students’ academic careers among diverse populations of students.

Authors

• Kaitlyn A Ferris, University of Chicago

• Jeanne Century, University of Chicago

• Lisa Milenkovic, Broward County Public Schools