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Educators continually improve their practice by developing an understanding of computational thinking and its application as a cross-curricular skill. Educators develop a working knowledge of core components of computational thinking: such as decomposition; gathering and analyzing data; abstraction; algorithm design; and how computing impacts people and society. Educators:
1.a Set professional learning goals to explore and apply teaching strategies for integrating CT practices into learning activities in ways that enhance student learning of both the academic discipline and CS concepts.
1.b Learn to recognize where and how computation can be used to enrich data or content to solve discipline-specific problems and be able to connect these opportunities to foundational CT practices and CS concepts.
1.c Leverage CT and CS experts, resources and professional learning networks to continuously improve practice integrating CT across content areas.
1.d Develop resilience and perseverance when approaching CS and CT learning experiences, build comfort with ambiguity and open-ended problems, and see failure as an opportunity to learn and innovate.
1.e Recognize how computing and society interact to create opportunities, inequities, responsibilities and threats for individuals and organizations.
1.a: The implementation of coding skills and engineering opportunities can be scarce in the classroom, especially working with younger ages. Finding something informative and engaging can often times be proven difficult. However, using the Lego WeDo 2.0 building kit provided the students with a fun and familiar experience. Taking ordinary Legos and using circuits and programming software can become much more enhanced class assignment or lesson, and can offer students the ability to practice their Computational Thinking standard of "Learner".
1.d: This learning experience built resiliance in my own work because it was proven to be more difficult than I originally anticipated. Nonetheless, I persisted as my students would be expected to do, and my failure was an opportunity to explore every step and pattern to learn more than I thought I could. Through this experience, my students and I will become more fluent in coding and problem solving.
1.c: Through this introduction of coding terms on Code.org, students are able to go through a step by step procedure of making sprites in a simplistic coding system. Extraordinarily, the software is incredibly user-friendly and potentially the best opportunity for inexperienced students to become trained in unfamiliar STEM content. The content allows for full creativity on the students part, and fits well with the chosen CT Standard because of how valuable of a resource it is. This activity from Code.org allows for the improvement of integrating STEM into the classroom for all ages.
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