Design Principles for CT Integrated Lesson Design and Implementation

Teachers are increasingly integrating computational thinking (CT) into subject-area learning opportunities with the aim to meet both subject-area and CT learning goals. While prior work has identified CT practices synergistic to subject-area learning, less is published about pedagogical frameworks for instructional practices when integrating CT into content area teaching. This poster presents data from educators (teachers and professional developers) about what they find to be crucial factors for designing and implementing CT integrated lessons. Preliminary analysis indicates educators advocate for twenty practices including creating reflection opportunities, actively using CT vocabulary, opportunities for students to practice CT skills, meaningful real-world connections, utilizing scaffolding strategies, explicitly introducing CT practices, clear connections between CT and curricular content, using multiple modalities, and encouraging student discourse.