Computational Thinking and Making in Virtual Elementary Classrooms

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Author(s): Robin Jocius (University of Texas at Arlington, USA), Melanie Blanton (The Citadel, USA), Jennifer Albert (The Citadel, USA), Deepti Joshi (The Citadel, USA)and Ashley Ray Andrews (The Citadel, USA)
Copyright: 2021
Pages: 20
Source title: Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning
Source Author(s)/Editor(s): Margaret L. Niess (Oregon State University, USA)and Henry Gillow-Wiles (Oregon State University, USA)
DOI: 10.4018/978-1-7998-7222-1.ch018

Keywords: Education / Information Science Reference / K-12 Education / Virtual Learning Environments

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Abstract

This chapter documents findings from the Making CT (Computational Thinking) project, a collaborative effort between project team members and elementary teachers that aims to reimagine interdisciplinary, computational thinking-infused making lessons for a virtual format. Virtual making CT lessons were grounded in four design principles: standards-based practices, clear and explicit expectations, multiple means of engagement, and opportunities for collaboration. Drawing on data from virtual teacher professional development sessions, lesson implementation, and teacher interviews, this chapter illustrates how teachers were able to engage in the difficult work of reconceptualizing CT-infused making lessons for the virtual classroom. These principles can be used to support the design of other interdisciplinary activities to support P-5 students' development of creative and authentic problem-solving in virtual learning environments.

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Computational Thinking and Making in Virtual Elementary Classrooms

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