Integrated computer science in elementary classrooms (iCS)

这项由国际教育技术学会(ISTE)、佐治亚技术学院和佐治亚州立大学合作的项目将为3-6年级开发和测试符合ISTE标准和计算思维目标的示范课程。其战略是利用三个现有的计算环境(Scratch、Alice和Mad-Learn)来建立它们现有的活动和材料，以创建一个详细的课程指南。教师将在三年内定期与计算机科学导师和科学教育工作者合作，反复创建本课程指南，该指南将基于他们自己在课堂上实施计算机科学活动的努力和经验。这些活动将旨在教授学生计算思维，并提高他们对计算机科学相关领域的动机和兴趣。每年，该计划都将以一年一度的展会结束，学生产品将在展会上展示。该项目将实施的特许学校的人口包括来自代表人数不足的群体和低收入家庭的大多数学生。这一课程努力将通过教师和学生与计算机科学行业专业人员的导师网络来加强。研究将以两种形式进行：(1)设计研究法将收集有关课程发展过程的定量和定性数据，包括学习和对科学的态度以及一般学术能力的总结性衡量标准。数据还将包括支持计算思维的现有教学观察方案的定性结果、会议和课堂教学的定性人种学实地笔记以及选定事件的录像。(2)来自量化工具的数据将与另一所人口结构相似的学校进行比较，后者采用基于项目的课程，但不使用这里开发的技术环境或课程。该项目可能会产生相当大的影响，首先是对将体验这一创新计划的452名学生产生直接影响，然后是基于将计算思维支持整合到基础教育中并记录实现这一目标的课程和教学的创新努力的记录结果，间接影响其他人。

This collaborative project between the International Society for Technology in Education (ISTE), Georgia Technical Institute, and Georgia State University will develop and test a model curriculum for grades 3-6 that aligns with ISTE's standards and computational thinking goals. The strategy is to leverage three existing computational environments (Scratch, Alice, and MAD-learn) to build upon the activities and materials for them that exist, to create an elaborate curricular guide. Teachers will collaborate regularly over three years with computer science mentors and science educators to iteratively create this curricular guide, which will be based on their own efforts and experiences implementing the computer science activities in their classrooms. The activities will aim to teach students computational thinking, as well as increase their motivation and interest in computer science related fields. Each year the program will culminate with an annual fair at which student products will be displayed. The population of the charter school where the project will be implemented includes a majority of students from underrepresented groups and from low-income families.This curricular effort will be augmented with mentor networking among teachers and students with professionals in computer science industries. Research will be of two forms: (1) Design research approach will collect quantitative and qualitative data on the curriculum development process, including summative measures of learning and attitudes toward science as well as general academic ability. Data will also include qualitative results of an existing observation protocol for instruction that supports computational thinking, qualitative ethnographic field notes of meetings and classroom instruction, and video recordings of select events. (2) Data from quantitative instruments will be compared to another school with similar demographics that employs a project-based curriculum but does not use the technological environments or curriculum developed here. This project has potential for considerable impact, first immediately on the 452 students that will experience this innovative program, and then indirectly on others based upon the documented results of this innovative effort to integrate computational thinking support into elementary education, and to document curriculum and instruction that achieves this.