Key Learnings

Each case model and school took a unique approach to integration efforts. To learn about and synthesize the differences and similarities between these approaches, the project team examined the elements within each approach using the CT Framework, which is a set of tools developed by the project team to help educators and their schools identify their readiness to integrate an instructional focus on computational thinking (CT) across the elementary school curriculum and help them to monitor the success of their progress towards these efforts.

Four high-level learnings emerged regarding the elements of successful CT integration:

Successful models started their CT integration efforts by:

  • Having administrators initiating the efforts and supporting the school in developing structures for sustaining efforts
  • Developing a schoolwide vision for integration and how it was tied to other school or district priorities, and clearly communicating this vision to all stakeholders from the start
  • Closely tying integrating CT to existing practices and school goals
  • Meeting teachers where they were and building on their expertise rather than introducing CT as a completely new content area to learn
  • Using lessons provided by the PD provider or adapted from existing resources and not teacher-created CT lessons

Building schoolwide capacity can start small, but ultimately efforts include the following:

  • Create structures to support onboarding new teachers. For example, develop in-school CT coaches or provide collaborative planning time with teachers who have more experience with CT integration
  • Communicate the value of integrating CT to the broader school community (e.g., sharing with other teachers, students, families)
  • Provide opportunities for families to learn about how their students are using CT in their work 

Administrative supports required to sustain these efforts include the following:

  • Administrators and/or content-area coaches who have the authority to change instructional practice lead integration efforts.
  • Administrators support teachers’ efforts in trying something new and emphasize CT integration as an expectation for classroom instruction. 
  • Teachers have the opportunity to revise the school’s CT vision as they become more experienced in CT integration. 
  • Structures are created to support the onboarding of new teachers regarding CT integration.

Schools develop a shared definition of CT and CT integration: 

  • Most commonly, computational thinking was defined as a metacognitive problem-solving process that includes both unplugged and plugged lessons 
  • CT concepts were integrated across all subject area work (core content, art, music, gym) and not seen as stand-alone content.