School-Wide Integration Models of Computational Thinking in Elementary Schools: A Cross-Case Analysis

• In Event: Teaching and Learning: Computational Thinking

Abstract

Elementary schools throughout the United States are attempting to integrate computational thinking (CT) into their instruction with little guidance from research. It is, therefore, critical that we examine different approaches to CT integration. This cross-case study investigated the school-wide integration of CT in three elementary schools. Data included teacher surveys as well as interviews with teachers, professional development providers, and school administrators. Findings revealed three distinct approaches to integration: (a) single teacher driven approach, (b) scaffolded professional development approach, and (c) intensive coaching approach. These approaches connected to both the vision set by administrators and teachers as well as distinct methods used by professional development providers. Findings also showcased advantages and challenges within each integration approach.

Authors

• Maya Israel, University of Florida

• Wei Yan, University of Florida

• Ruohan Liu, University of Florida

• Melissa Martinez

• Heather Sherwood, Education Development Center, Inc.

• Alexandra Adair, Research Alliance for New York City Schools

• Wendy B. Martin, Education Development Center, Inc.

• Edgar Rivera-Cash, Research Alliance for New York City Schools