应重视计算思维培养并融入各学科教学-66页_5mb

Summary of Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead

Core Content

This report, published by Digital Promise in December 2021, emphasizes the importance of integrating computational thinking (CT) into K-12 education across all disciplines, not just computer science. The goal is to equip students with the skills necessary to navigate and contribute to an increasingly technological world, while promoting equity and inclusion in computing education.

The document outlines a framework for integrating CT into disciplinary learning, which includes three concentric circles: CT Skills, CT Practices, and Inclusive Pedagogies. It defines CT as a problem-solving approach that draws on fundamental concepts from computer science and can be applied in various contexts, such as mathematics, science, and the arts. The report also distinguishes between computing (a broader term encompassing CT and computer science), coding (now more accurately referred to as programming), and computer science as a distinct academic discipline.

Main Views

• Computational thinking is not limited to computer science but is a critical skill that supports learning in all subjects.
• Inclusion is central to the integration of CT in education. The report argues that current computing education often excludes marginalized groups, including Black, Native American, Latinx, students with disabilities, and girls and non-binary students.
• Educators must lead the integration of CT, not just as a standalone subject, but as a cross-disciplinary approach that enhances learning and fosters critical thinking.
• Systemic inequities in access to computing tools and resources continue to affect students, especially those in low-socioeconomic schools, and these disparities have been worsened by the shift to remote learning during the pandemic.

Key Information

Computational Thinking: A Brief Refresher

• Computational Thinking (CT): A problem-solving approach that uses concepts from computer science. It includes skills like abstraction, decomposition, pattern recognition, debugging, and selecting tools.
• Programming: A more precise term than "coding," representing the development, debugging, organizing, and applying of code for problem-solving.
• Computing: A broad term that includes CT and computer science, referring to any activity or study that uses computational methods, models, or systems.

K-12 Computing: Then and Now

• Over the past eight years, 36 U.S. states have implemented policies to include computing in K-12 education.
• New York City has been a leader in this movement with its Computer Science for All (CS4ALL) initiative, which provides equitable access to computing education.
• However, only 47% of high schools, 38% of middle schools, and 26% of elementary schools offer computer science or programming instruction, highlighting the persistent gaps in access.

The Current State of Computing Education

• Computing education has grown, but inequalities remain.
• Marginalized students are disproportionately affected by limited access to computing tools and resources.
• The shift to remote learning during the pandemic has exacerbated these disparities, as students in low-income areas had less access to digital devices and internet.

Recommendations for Educators

To promote inclusive computing education, the report recommends three key strategies for integrating CT into disciplinary learning:

1. Leverage synergies between disciplinary learning and CT

   • Use CT to enhance learning in subjects like math, science, and English language arts.
   • For example, students can use data practices to investigate issues like food waste, applying skills such as abstraction, decomposition, and pattern recognition.

2. Develop CT skills in younger grades

   • Introduce CT through both plugged and unplugged activities.
   • Tools like Beebots and Codeapillar can be used to teach basic programming and computational skills in early education.

3. Promote student agency and purpose

   • Encourage students to take ownership of their learning and use CT to address real-world problems.
   • This fosters critical thinking, creativity, and social responsibility.

Strategies for Building Capacity

To ensure the sustained integration of CT, the report suggests three strategies for educational leaders:

1. Promote shared leadership

   • Encourage collaboration among districts, schools, and teachers to support CT integration.

2. Develop sustained, individualized professional learning

   • Provide ongoing, personalized training for educators to build CT competencies and confidence.

3. Integrate CT into pre-service teacher education

   • Ensure that future teachers are equipped with the knowledge and skills to integrate CT into their teaching practices.

Inclusive Pedagogies

The report emphasizes the importance of inclusive pedagogies in CT integration, which include:

• Designing accessible instruction: Ensuring that all students, regardless of background or ability, can engage with CT.
• Connecting to students' interests, homes, and communities: Making CT relevant and meaningful to students' lived experiences.
• Acknowledging and combating inequity: Addressing biases in technology and promoting a more just and equitable learning environment.

Conclusion

Computational thinking is a fundamental skill for all students in the 21st century, essential for participation in a technological society. However, it must be integrated across disciplines and made inclusive to ensure that all students, especially those from marginalized communities, have access to these skills. The report provides a framework, examples, and strategies to guide educators in this integration, with a strong emphasis on equity, collaboration, and professional development.

This resource is designed to help classroom teachers, building administrators, and district leaders understand and implement CT in their educational contexts, ultimately fostering a more inclusive and technologically literate society.