Collaborative Research: Modeling inclusive computational thinking instruction

As computational thinking (CT) has become a prevalent strategy to introduce computational tools and practices to learners elementary classrooms, there are calls to support teachers to embed it in their core instruction (i.e., math, science, and language arts). To do this requires high quality professional development that introduces CT to teachers and demonstrates how they can use it to support teaching and learning within their curricular and pedagogical contexts. 

This project uses an innovative video-based professional learning model to build elementary teachers' capacity for inclusive CT integration. Central to this model of professional development (PD) is a library of vetted cases that combine exemplary videos of CT integrated lessons with guided observations and reflections to prepare elementary teachers to integrate CT within their own instruction. Michigan State University and national non-profit Digital Promise are partnering with urban and rural school districts in both Michigan and Maryland to bring this professional learning to teachers and support them to develop and teach CT-integrated lessons.