Novel Pathways to Sustained Equitable Computing Education

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

Abstract

Objectives: The Computational Thinking to Computer Science Research Practice Partnership (CTCS, NSF Award 2122500) provided a school-wide PD model to help teachers implement computational thinking and computer science lessons in their classrooms. The project goals were to increase student exposure to high-quality tasks by increasing teacher implementation, confidence, and beliefs while studying how starting with CT or CS influences those factors.

Perspective(s) or theoretical framework: Providing meaningful CS education to all K-12 students has required a rethinking of content and pedagogy. Strategies that ladder down complex concepts and make them accessible to elementary teachers and students, when integrated into core subjects, have not been widely studied. This project set out to explore the use of a novel professional learning strategy in building and sustaining computer science education in elementary schools. A special emphasis was placed on introducing teachers to computational thinking, and working with them to embed these concepts into English language arts and math instruction on a regular basis.

Methods: Over a period of two years, we integrated the CTCS model into every classroom in two K-5 schools. 72 teachers participated in professional development, including an introduction and weekly coaching. The coach spent an average of 15 hours per week in School A over a period of two years, for a total of approximately 525 hours per year, or 1050 hours over the course of the project. By design, School B joined the project six months later. School B’s coach worked there 225 hours in year 1 and 450 hours in year 2 for a total of 675 hours.

Data: Data were collected from partner interviews, teacher surveys, student demographic data, project documents, meeting participation and observation, RPP health activities, and findings from classroom observations and teacher focus groups.

Results: A majority of teachers (about 6 in 10) increased their confidence in teaching CS and CT. About 60% of the teachers reported that they believed more in their ability to explain CS and CT concepts to children and to engage students in CS and CT than they did at the beginning of the project. Our research demonstrated that introduction of CT before CS and vice versa have different strengths and weaknesses. (Anonymous, 2024).
We discovered clear evidence that the whole-school model, as it was implemented in our project, seems to be well received, effective, and yields lasting change. Further research is needed to better understand which components of the model are necessary and how they might best be replicated and sustained. (Anonymous, 2024).

Significance: Schools struggle with building the pedagogical content knowledge and confidence of teachers to present CS and AI instruction. The novel pathway of CT to CS may present a strategy that is effective in building both. This study further provides evidence that whole school implementation, as opposed to the piecemeal training of a handful of teachers, is a stronger pathway to equitable and sustainable CS instruction.

Authors

• Diane Levitt, Cornell University

• Kelly Powers, Cornell Tech

• Christopher Hoadley, University at Buffalo - SUNY

• Sara Vogel, City University of New York