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Title: Infusing computational thinking instruction into elementary mathematics and science: Patterns of teacher implementation
In this brief paper, we will share preliminary results of a study of how elementary-school teachers take up computational thinking (CT) ideas and incorporate them into their mathematics and science teaching. We describe the teachers’ school contexts, the professional development experiences in which they engaged, and our preliminary analyses of how they used computational thinking within their enacted lessons. In brief, the seven teachers in this study exhibited three patterns of implementation: (1) using computational thinking to guide their own planning and thinking; (2) using computational thinking to structure their lessons; and (3) presenting computational thinking concepts to students as general problem solving strategies.  more » « less
Award ID(s):
1738677
NSF-PAR ID:
10095784
Author(s) / Creator(s):
Date Published:
Journal Name:
Society for Information Technology & Teacher Education International Conference
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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