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Few studies of computational thinking (CT) integration in elementary curricula have yet focused on supporting early elementary educators with implementing and assessing their young students’ application of these practices to content area work. This paper summarizes a collaborative research project that engaged researchers, K-second grade teachers, and professional development (PD) providers in implementing a hybrid PD model to answer the following research questions: (1) What kind of PD and guidance do teachers need to identify and support emergent computational thinking development in young students’ language and work process? (2) What kind of PD and guidance do teachers need to identify emergent computational thinking development in young students’ work products? This project employed a mixed-methods research design that included pre- and post-surveys and interviews with teachers to measure and understand how growth in teachers’ confidence, knowledge, and self-efficacy with CT prepared them to identify and support these concepts with young learners. Additionally, analysis was able to identify the key formative assessment strategies these teachers employed to generate insight into students’ understanding and application of CT during problem-solving. 

Schools throughout the United States are engaging in efforts to integrate computational thinking (CT) across various elementary curricula. However, there is very little guidance for effective approaches to integrating CT consistently and cohesively school wide. CT Readiness for All is a two-year research project that is investigating a CT framework and self-assessment tool developed to articulate indicators associated with successful school-wide integration across elementary curricula. Data sources include focus group interviews and surveys with teachers. Although the project is still in progress, early analysis have resulted in three key findings: (a) students were able to make cross-curricular connections using CT as a problem-solving process; (b) finding time within the school day to focus on CT is challenging; and (c) administrators need to take an active role in setting the vision and definition of CT to support school-wide CT efforts.