I am a high school technology teacher at New Hartford Central Schools where I teach Pre-Engineering and Computer Applications at the intermediate and secondary levels. I have a bachelors in Technology Education from the State University of New York at Oswego and I am currently a graduate student in the Curriculum Development and Instructional Technology program at the State University of New York at Albany. With a Technical background and a passion for understanding how the world works I have devoted myself to the art of active learning. My goal in teaching is to ignite the human senses of my students and immerse them in a whole body, mind and soul learning experience.
'Infusing Computational Thinking in Every Classroom'
Every child, no matter a career path, is going to need a fundamental level of technological competence. According to the National Science and Technology Council (NSTC), the need for stronger science, technology, engineering and math (STEM) skills applies to both STEM and non-STEM occupations (Banthe, 2015). As technology and computing continue to become a more and more integral part of everyday life through the use of technologies that extend our human capabilities it is ever more important that students gain a minimum a general understanding of computer science and computational thinking in order to flourish in the world of tomorrow.
With technologies changing at a rapid pace and a plethora or available resources and options for studying computation and computer science teachers need to develop their own knowledge within these fields so that they may make educated and appropriate decisions about infusing computer science principles into their classrooms.
1. Instructional Problem
The need for professional development options for educators who may not have knowledge on how to infuse computational thinking into classroom instruction.
"There has been a growing global interest in introducing computing into the school curriculum (Liu et al., 2011). Several international professional bodies and initiatives have called for more attention to computational thinking in the curriculum (Voogt et al., 2015). In particular, the National Science Foundation has assembled educational leaders to bring the concept of computational thinking to the K-12 classroom in the US (Barr, Harrison, & Conery, 2011). In Australia, it is mandated that all children from Foundation to Year 8 will learn computational thinking in their curriculum, according to the Australian Digital Technologies Syllabus (ACARA, 2012). In the UK, the change in the school curriculum for students from 5 – 16 also puts a strong focus on computational thinking (Sentance & Csizmadia, 2015)" (Bower et al., 2017)
2. What is to be Learned
Participants will explore What computational thinking is, What computational thinking can look like at the Elementary, Intermediate and Secondary levels and the benefits of infusing computational thinking in every classroom. This new knowledge will be paired with programs and strategies that can foster successful integration of computational thinking into any classroom.
3. The Learners
The participants in this course will consist of pre-service and current K-12 educators of all subjects.
Course Purpose As a result of participating in this course, the successful participant will gain skills and understandings for infusing computational thinking and learning activities into the classroom. This course is designed to target elementary, middle and secondary level education classrooms.
Learning Outcomes Upon completions of this course, participants will be able to:
- understand the role of computational thinking in modern society
- use grade level appropriate computational thinking activities
- use algorithmic design to problem solve
- understand the role of abstraction in computer science
- build a computational thinking learning activity to use in the classroom
Understanding of concepts and procedures related to:
- Solving problems
- Data collection and analysis
- Basic computer skills
- Use a windows or Mac computer
- Understand basic file organization and management
- Navigate the world wide web
The participant must:
- Have a willingness to learn
- Be willing to fail forward (learning from mistakes)
- Have a growth mindset
References and Resources
Bathke, B. (2015, November 09). The importance of early exposure to STEM fields. Retrieved November 05, 2017, from https://www.deseretnews.com/article/865641034/Preparing-for-jobs-in-STEM-fields-should-begin-as-early-as-elementrary-school.html
Bower, M., Wood, L. N., Lai, J. W., Howe, C., Lister, R., Mason, R., Highfield, K., & Veal, J. (2017). Improving the Computational Thinking Pedagogical Capabilities of School Teachers. Australian Journal of Teacher Education, 42(3). http://dx.doi.org/10.14221/ajte.2017v42n3.4
Carey, M. P., PhD, & Forsyth, A. D. (n.d.). Teaching Tip Sheet: Self-Efficacy. Retrieved December 13, 2017, from http://www.apa.org/pi/aids/resources/education/self-efficacy.aspx
Darling-Hammond, L., Barron, B., Pearson, P. D., Schoenfeld, A. H., Cervetti, G. N., Chen, M., . . . Tilson, J. L. (2015). Powerful Learning: What We Know About Teaching for Understanding. Somerset: Wiley.
The national curriculum in England - Framework document. (2013, September 11). Retrieved from https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum
Larson, M.B. & Lockee, B.B. (2014). Streamlined ID: A practical guide to instructional design. New York, NY: Routledge.