A Framework for Integration

Exist

CT concepts, skills, and practices that already exist in the lessons and can simply be called out or elaborated upon with examples of how they can also relate to computers or other technology (e.g., students use physical models to understand a science phenomenon).

A good first step in integrating is to find cases where existing units, especially with NGSS-aligned science curricula and problem-based mathematics activities, where CT concepts are already present.

• Typically requires little change with how materials are presented to students.
• May include some talking points that highlight the concepts for them.
• Background and support materials should include information so that teachers who use the activities understand these connections to deepen learning about CT.

For instance, a unit that has a hands-on activity of students building a physical model should ensure that concepts of models are reviewed with students, and include further information in teacher support as to how a model is used, how it relates to digital simulations even if they aren't used in this activity, and how the activity could be further supported by technology.

Example

The Oh Deer! activity already existed in the original unit as a model/simulation of population dynamics and interrelationships. Within the support material, information was added to make the CT connections explicit by focusing on the game as a model of an actual system. Prompts for teacher-led discussions were added to explore the role of models and simulations in understanding systems by:

• making sense of how the game represents an actual habitat
• identifying the critical elements in the game (population totals and their interrelationships)
• identifying simplifications in the game (deer only selected a single resource type in any round)
• identifying elements were not included in the game (e.g., competition by other species for resources or other threats to resources).

This discussion is designed to help students think about the benefits of modeling in science and why scientists may choose to build simple models and run simulations with them to study complex systems and phenomena.