Abstract
The authors of this case study examined the transformation of a suburban Pittsburgh school district curriculum from traditional to one that includes computational thinking (CT) concepts and practices for all students. They describe the district model that guided the curricular transformation, implementation of CT lessons and processes at all grade levels, and metrics used to evaluate student performance in CT activities. Four themes emerged as critical factors for successful application of the district’s STEAM Studio district-wide integration of CT:
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First, school district reform was aligned with regional efforts to improve K-12 learning through CT initiatives.
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Second, integration of CT built upon effective teaching and learning practices across all core content areas.
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Third, research partnerships helped to identify continuous improvements in CT implementation.
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Fourth, changes to existing faculty positions, student schedules, learning projects, and school spaces were necessary and were customized for this district CT implementation plan.
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Acknowledgment
We wish to thank Superintendent Dr. Bille Rondinelli and the Board of Education for removing barriers to make all things possible and to the visionary teachers and administration for remaking teaching and learning. We also acknowledge the Pittsburgh Remake Learning Network and Digital Promise: League of Innovative Schools for their outstanding partnership and support.
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Ruberg, L.F., Owens, A. (2017). A Future-Focused Education: Designed to Create the Innovators of Tomorrow. In: Rich, P., Hodges, C. (eds) Emerging Research, Practice, and Policy on Computational Thinking. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-319-52691-1_23
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