CT Integration Framework: A Project Investigating Pathways Towards Schoolwide CT Integration

• In Event: Bridging Institutions, Building Futures: School–University Partnerships for Sustainable K–12 CS Education

Abstract

Objectives
The CT Integration Framework (The Framework) is a three-year research project investigating the ways in which schools utilize a framework as a tool for setting the goals, vision, and pathways that elementary schools take towards integrating computational thinking schoolwide. The Framework is a self-assessment and planning tool that describes the core elements that support CT integration across different elementary school curricula and grade levels. The tool can also support setting and evaluating progress toward goals.

Theoretical Framework
Current research shows that CT education improves students’ ability with problem-solving in core-content areas (Calao, Moreno-León, Correa, & Robles, 2015; Grover & Pea, 2013). This research substantiates the need for students to learn CT concepts and be presented with opportunities to apply CT regularly across core-content areas (Barr & Stephenson, 2011; Malyn-Smith, et al., 2018). However, CT integration across elementary curricula requires a coordinated effort among educators within a school to develop students’ skills beyond stand-alone computer science classes. Developing and enacting a schoolwide plan must involve a continuous and intentional effort among multiple educators to develop learners’ CT competencies across subject areas. There are many factors that will influence the quality of CT integration in elementary schools, and the Framework provides school administrators, teachers, and other professionals with a tool to evaluate their readiness for, strategically plan for, and continuous assess progress towards school-wide CT integration

Methods and Data Sources
As a part of this research project, the research team partnered with five elementary schools located in three states in the Eastern United States. In years one and two there were a total of 24 educators covering a wide range of content areas including content area instructional coaches and science, art, gym, social studies and media literacy teachers. Participants were asked to complete baseline and year-end surveys that documented the frequency of CT integration, their CT knowledge, beliefs, and confidence, and reflect on challenges to implementing CT. Participants also completed an end of year focus group to reflect on implementation successes and challenges.

Results
The preliminary findings of this study demonstrate the planning processes elementary schools engage in to support their efforts in integrating CT across multiple subjects and grade levels. Findings showed that it is critical for schools to develop a shared definition of CT across the curriculum in order to initiate integration efforts. Findings also showed that lack of time during the school day and active administrator support were common challenges associated with CT integration efforts. Preliminary data also suggests that using the framework helped educators stay focused on their goals and prioritize efforts over time to increase and sustain schoolwide capacity for CT integration.

Significance
This research makes important contributions to the knowledge base about the challenges, effective strategies, and pathways schools undertake when integrating CT across the curriculum, expanding access to CS for students traditionally underrepresented in CS classes. This work informs school- and district-level decisions, practices, and approaches to implementing CS/CT in elementary schools.

Authors

• Heather Sherwood, Education Development Center, Inc.

• Cheri Fancsali, Research Alliance for New York City Schools

• Babette Moeller, Education Development Center, Inc.