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Maybe we need more clarity of the goal (why?)
to better defined how to teach CT?

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I wonder about the role of these hyperlocal solutions: 

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I wonder about the role of these hyperlocal solutions: 

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Each inservice initiative was really crafted for the specific school. How much did that have to do with the impact?

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So important to educate teachers around CT, but equally important to treat them as experts and value their knowledge when thinking of CT integration.

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I think varied models are important and actually necessary - we want schools to adapt how they integrate CT so that it aligns with the different resources that they have. Teaching and learning isn't one size fits all!

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I think varied models are important and actually necessary - we want schools to adapt how they integrate CT so that it aligns with the different resources that they have. Teaching and learning isn't one size fits all!

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Covid probably robbed us of some important data

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Covid probably robbed us of some important data

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We are doing well with helping teachers see CT as a way for students to problem solve, but we can do better with helping teachers see it as something to use to help students create.

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We are doing well with helping teachers see CT as a way for students to problem solve, but we can do better with helping teachers see it as something to use to help students create.

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(from Michael Zamansky)

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Despite there being variance in the structure of CT project models they seem to share similar key elements that support increasing teacher confidence to integrate CT in their classrooms/curriculum.

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I found the comfort level piece interesting but not surprising at all. A first year teacher in their own area isn't super comfortable so why should a teacher with much less training. This is only the beginning

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I found the comfort level piece interesting but not surprising at all. A first year teacher in their own area isn't super comfortable so why should a teacher with much less training. This is only the beginning

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I have a lot of peoples' brains to pick!

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I have a lot of peoples' brains to pick!

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The conversations in breakouts and the sharing of research was so illuminating! If folks want to follow up, let's connect. pkim@kipp.org

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Majority of teachers were comfortable with CT integration supports how well the professional development models assisted teachers in this process

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Majority of teachers were comfortable with CT integration supports how well the professional development models assisted teachers in this process

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Takeaway:  the differences between in-service programs and pre-service programs is very revealing - and has implications for the future of CT.  I think we need to find ways to bridge those differences.  We have some ideas!  

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Takeaway:  the differences between in-service programs and pre-service programs is very revealing - and has implications for the future of CT.  I think we need to find ways to bridge those differences.  We have some ideas!  

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I really enjoyed our conversation around the varied rationales for CT and the ones presented in the findings seem to resonate with our group and the schools we work with. I feel like maybe its more which we give more of a focus on but each definitely needs to be in the conversation when discussing the importance of CT in the classroom