CTCS: Integrating Computational Thinking into English Language Arts and Math, Building an Onramp to Computer Science in Grades K-5

小学计算机科学教育的最大障碍之一是上学时间不足，特别是考虑到对州考试的重视程度越来越高。为了让最脆弱的学习者接受公平、高质量的计算机科学教育，教育工作者和研究人员必须找到一种方法，将计算与核心学科结合起来，以一种对所有学科公平的方式，满足所有教师和学生的需求。康奈尔大学、纽约大学、纽约市教育部CSforALL部门和纽约一所公立小学之间的合作旨在通过将计算思维融入英语语言艺术和数学课程来解决这一问题。这个项目建立在一个为期三年的试点项目的基础上，该项目展示了这种方法的前景，为教师和他们所服务的学生建立了对计算机科学的信心。与美国最大的学区合作复制这一成功将提供一种工具，通过创建一条通往严格计算机科学的无障碍途径，扩大黑人和拉丁裔学生以及残疾学生的参与范围。在为期三年的试点基础上，计算思维与计算机科学研究-实践伙伴关系正在完善和试点将计算机科学和计算思维整合到K-5课堂的教学材料。该项目的目标如下。(A)在早期试点的基础上，与纽约市一所公立小学合作，主要为1700名拉丁裔学生提供服务，将CT和CS整合到数学和ELA中。(B)支持和研究在纽约市两所公立学校推行以任务为本的CT和CS课程和专业发展模式，以了解其对教师和学生的影响。(C)确定使CTC在纽约市公立学校可扩展的杠杆，以追求CSforAll。该项目正在支持纽约市教育局指定的两所K-5学校，提供一名促进者，领导全校的专业发展，共同推动教师专业学习社区会议，并培养教师和教师领导者的能力，以便与计算机科学单位一起执行英语和语言艺术任务。该项目进行的研究和评估正在考察先前的计算思维学习如何塑造领导计算机科学教学的教师机构。实施设计正在调查教师在首先引入计算思维时提高计算机科学教学效能的潜在方法。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

Among the greatest barriers to elementary computer science education is a lack of time during the school day, especially given the ramping up of emphasis on state testing. To reach the most vulnerable learners with equitable, high-quality CS education, educators and researchers must find a way to marry computing and core disciplines in a way that will do justice to all subjects and meet the needs of all teachers and learners. This partnership between Cornell University, New York University, The New York City Department of Education’s CSforALL unit, and a New York public elementary school aims to address this issue by integrating computational thinking into English Language Arts and math classes. This project builds on a three-year pilot that demonstrated promise in this approach to build confidence in computer science for both the teachers and the students they serve. Reproducing this success in partnership with the nation’s largest school district will provide a vehicle to broadening participation to Black and Latinx students and those with disabilities by creating an accessible path to rigorous computer science. Building on a three-year pilot, the Computational Thinking to Computer Science Research-Practice Partnership is refining and piloting instructional materials that integrate computer science and computational thinking into K-5 classrooms. The goals of the project are the following. (a) Build on an earlier pilot with a NYC public elementary school serving 1700 primarily Latinx students to integrate CT and CS into math and ELA. (b) Support and study the implementation of a tasks-based CT and CS curriculum and professional development model in two NYC public schools to understand its impact on teachers and students. (c) Identify the levers for making CTCS scalable in NYC public schools in pursuit of CSforAll. The project is supporting two K-5 schools designated by the New York City Department of Education by providing a facilitator to lead school-wide professional development, co-facilitate teacher Professional Learning Community meetings, and build teacher and teacher leader capacity to implement the English and Language Arts tasks with Computer Science units. The research and evaluation conducted by the project are examining how prior Computational Thinking learning may shape teacher agency in leading computer-science instruction. The implementation design is investigating the potential ways in which teacher efficacy for teaching computer science improves when introduced to computational thinking first. Confidence and implementation are being measured and compared.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.