From Mandate to Meaning: School Leadership and the Diffusion of Computational Thinking Standards

• In Event: Negotiating Power and Translating Technology Policies and Standards into Practice

Abstract

This mixed-methods study investigates how K–12 education leaders in New York State understand and implement recently mandated computational thinking (CT) standards. Grounded in Rogers’s Diffusion of Innovation theory, the research explores leaders’ definitions of CT, attitudes toward the standards, perceived implementation roles, and support needs. Findings reveal that while leaders generally value CT, shared meaning remains vague and implementation lags due to insufficient resources and context-specific support. Administrators see their role as enablers rather than direct instructional leaders, highlighting the importance of teacher leadership and embedded professional development. This study underscores that leadership practices, systemic alignment, and sustained support are essential for transforming policy into practice, offering implications for scaling future innovations like artificial intelligence in K–12 education.

Authors

• Steven Azeka, Teachers College, Columbia University

• Ellen B. Meier, Teachers College, Columbia University