Integrating Computational Thinking Into Kindergarten Lessons

• In Event: Fairmont Roundtable Session Fourteen
  In Roundtable Session: Teaching and Curriculum (Table 12)

Abstract

Schools districts across the country are starting to recognize the need to integrate
computing curriculum into K-12 education. Although programming and robotics classes have
been somewhat successful in the middle and high school grades, little is known about how to
prepare elementary students for computational studies. Our paper contributes to filling this gap.
We investigate how unplugged computational thinking (CT) can be effectively integrated in
developmentally appropriate ways into core kindergarten curriculum. Data include lesson plans,
observation notes, teacher reflections and survey responses, and follow-up interviews. The study
provides examples of how unplugged CT can be used to teach core kindergarten curriculum and
makes recommendations for teachers who want to get started.

Authors

• Maggie Vanderberg, Southern Oregon University
  Presenting Author

• Gladys Krause, College of William & Mary
  Presenting Author

• Eping Hung, Michigan State University
  Non-Presenting Author

• Eva Skuratowicz, Southern Oregon University
  Non-Presenting Author