This is the first of a three-part guest post series from Angie Kalthoff, Technology Integrationist at a Minnesota public school district. In this series, Angie analyzes where the K12 education system stands with computer science education.
Students often get their first dose of computer science education in high school.
Studies show that if students are not exposed to computer science by fourth grade, stereotypes about people who are not good at science, technology, engineering and math (STEM) begin to form. These social stereotypes deter girls and students of color in particular from entering the computer science field.
This is a problem.
Computer science introduces critical literacies, such as coding, and skills that are fundamental to the development of college- and career-ready students in the 21st century.
How do we fix this?
We can provide earlier access and opportunities while highlighting self-efficacy in computer science. Students should begin learning computer science as early as kindergarten. That will help build a diverse computing landscape.
Introducing computer science in kindergarten will help prevent education stereotypes from forming during the time when students are curious, learning about the world and developing their interests.
Why not bring more technology experiences into our primary classrooms?
Based on a study of classroom teachers’ experiences, the primary motivation for teachers to use technology is the belief that technology will make them better educators and positively impact student learning.
While most teachers believe that technology benefits students, few of them successfully integrate technology into their curriculum in a meaningful way. My colleague and friend, Diana Fenton, is working to change this by introducing her preservice teachers to technology integration best practices and computer science education early in their college experience.
Teachers who are not able to take Diana’s class can use the following resources for professional development opportunities:
- Twitter hashtags: #csk8 #csforall #csinall
Teachers who are currently in a classroom setting can follow the TPACK model for guidance on technology integration. By working together, we combine our skillset in the following areas: Technology, Pedagogy and Content Knowledge, which encompass TPACK. My district encourages this type of co-teaching.
I didn’t think that I could introduce computer science at the beginning of the school year when I was a kindergarten English language teacher. That’s an important time for developing relationships and establishing routines.
Then I challenged myself to think of how one of those routines could incorporate a computer science station in small group rotations. I saw the progress we made with computer science integration and decided to introduce it even earlier the following year to see what we could do with a whole school year.
Stay tuned! In the second installment of this three-part series, I share how computer science lessons are integrated into our classrooms and how they connect with state standards, the ISTE Standards for Students and the CS Framework.
To dive deeper into the research, visit the following resources:
Google. (2014). Women who choose computer science—what really matters: The critical role of exposure and encouragement.
Mountain View, CA: Author. Retrieved from https://docs.google.com/file/d/0B-E2rcvhnlQ_a1Q4VUxWQ2dtTHM/edit
Huebner, G. (2017, April 20). Coding for Kids | 5 Reasons to Teach Kids to Code. Retrieved November 07, 2017, from http://blog.kodable.com/2014/07/07/5-reasons-to-teach-kids-to-code-2/
Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321-1335.
Young programmers -- think playgrounds, not playpens | Marina Bers | TEDxJackson [Advertisement]. (2015, January 20). Retrieved October 10, 2017, from https://www.youtube.com/watch?v=jOQ-9S3lOnM