About This Work

Identifying Effective Models for Integrating Computational Thinking into NYC Elementary Schools was a research project funded by the Robin Hood Learning + Technology Fund. It sought to learn about the starting places and pathways that these schools undertook to integrate computational thinking (CT) across the elementary curriculum.

The project team conducted six case studies of 21 high-poverty elementary schools located in New York City as the schools participated in professional development (PD) programs. The PD programs aimed to help schools learn to integrate an instructional focus on CT within their curricula rather than simply using CT in stand-alone computer science classes.

The project started in 2017, and over the course of five years focused on three main goals:

Goal 1: To identify and describe models (i.e., interrelated plans, processes, and materials) of teacher professional development and classroom teaching and learning activities related to using CT concepts and practices in math, ELA, and science at each of the participating schools, and to understand how those models work in different contexts. 

Goal 2: To collect and provide data at each school and share it back with teachers, school administrators, and professional development providers to help them continuously improve their plans, processes, and materials for CT integration. 

Goal 3: To make the findings from the case studies available to other schools interested in undertaking CT integration across the curriculum.  Each model was led by a different PD provider, with each PD provider taking their own unique approach toward supporting schools in their integration efforts. The six case models varied in their PD structure, frequency, and approaches to building teacher understanding of CT concepts, lesson development, and implementation.

However, a key similarity arose across all models: After engaging in routine PD sessions, early perceived barriers to effective integration, such as alignment with course materials, pedagogical content knowledge, and expertise in content, had less of an effect on implementation as teachers became more confident in their ability to integrate CT on their own.

Over the course of six years, EDC researchers in partnership with the Research Alliance for NYC Schools and the University of Florida conducted a mixed-methods case study of the Robin Hood Learning + Technology Fund’s computational thinking (CT) in-service teacher initiative. Their goal was to document different models of CT-infused teacher PD initiatives.

The research design was structured around four core concepts:

Evaluating Design:

  • What are viable starting places and pathways for high-quality, whole-school CT integration at the elementary level?
  • How do we define high-quality, integrated CT at the elementary level?

Evaluating Implementation

  • What supports and resources do the implementation partners need to provide to enable schools to integrate CT across the curriculum?
  • What curricular and PD supports do teachers need for high-quality CT integration to become part of durable teaching routines? 

Evaluating Impact

  • What are the measures for success for students, teachers, and administrators?
  • How can we track them?

Evaluating Scalability and Sustainability:

  • What leadership vision and administrative supports are required to sustain these efforts?