Models of CT Integration

Our research team conducted six case studies of New York City elementary schools as they participated in professional development (PD) programs to help educators integrate an instructional focus on computational thinking (CT) in their curricula.

Each case study used a unique approach for achieving schoolwide CT integration. Click on each item below to see the details of each case model.

Case Studies

Side by Side Snapshot of Case Models

 STEAM LedI Do, You Do, We DoWhole SchoolAdministrator LedTeacher LedTeacher PCK
Intervention years2017 – 20192018 – 20202018 – 20202019 – 20222019 – 20222019 – 2022
PD FocusTeacher self-efficacyTeacher self-efficacyTeacher self-efficacy and implementing lessonsTeacher self-efficacy and implementing lessonsTeacher self-efficacyTeacher self-efficacy
Development of lessonsPD provider and STEAM teacherPD provider and teachersPD provider and school leadersSchool leadersPD provider and teachersPD provider and teachers
Content-area focusSTEAMMath and ELAMath and ELAScienceDetermined by individual teacherDetermined by individual teacher
Relationship between PD and student experienceCT primarily integrated by STEAM teacher in science curriculumFocus on teachers learning to create and facilitate lessons on their ownWhole school use of CT activities in math and ELA; implemented CT integrated math unitsCT primarily integrated in specific science units across all grade levelsFocus on teachers learning to create and facilitate lessons on their ownFocus on teachers learning to create and facilitate lessons on their own