EQUIPPED FOR THE {FUTURE}: Curriculum Planning Tools for Integrating Computer Science Into K–5 Content Areas
Furkejuvvon:
| Publikašuvnnas: | Curriculum and Teaching Dialogue vol. 26, no. 1/2 (2024), p. 11 |
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| Váldodahkki: | |
| Eará dahkkit: | |
| Almmustuhtton: |
Emerald Group Publishing Limited
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| Fáttát: | |
| Liŋkkat: | Citation/Abstract Full Text Full Text - PDF |
| Fáddágilkorat: |
Eai fáddágilkorat, Lasit vuosttaš fáddágilkora!
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MARC
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| 100 | 1 | |a Ronan, Darcy | |
| 245 | 1 | |a EQUIPPED FOR THE {FUTURE}: Curriculum Planning Tools for Integrating Computer Science Into K–5 Content Areas | |
| 260 | |b Emerald Group Publishing Limited |c 2024 | ||
| 513 | |a Feature | ||
| 520 | 3 | |a While teachers and leaders agree on the merit of elementary computer science (CS) instruction, perceived obstacles of time and expertise constrain implementation. Integrating CS with content areas represents a meaningful, accessible, sustainable, and scalable pathway for CS access for all students. Our suite of unit-planning tools progresses through foci on CS connections, unpacking, instructional resources, assessment, and supports and meaning. A template with matched sets of checklists and rubrics define high-quality attributes for feedback and reflection. Teachers (n = 49) created units across content areas, showing proof-of-concept for CS-novice elementary classroom teachers as designers of CS-embedded curricula. | |
| 610 | 4 | |a Code.org | |
| 653 | |a Problem solving | ||
| 653 | |a Students | ||
| 653 | |a Computer science | ||
| 653 | |a Questionnaires | ||
| 653 | |a Elementary school teachers | ||
| 653 | |a Core curriculum | ||
| 653 | |a Curriculum development | ||
| 653 | |a Design thinking | ||
| 653 | |a Classrooms | ||
| 653 | |a Educational objectives | ||
| 653 | |a Elementary schools | ||
| 653 | |a Data collection | ||
| 653 | |a Designers | ||
| 653 | |a Education | ||
| 653 | |a Learning | ||
| 653 | |a Teaching Experience | ||
| 653 | |a Integrated Curriculum | ||
| 653 | |a Teacher Leadership | ||
| 653 | |a Self Efficacy | ||
| 653 | |a Curriculum Design | ||
| 653 | |a Intellectual Disciplines | ||
| 653 | |a Teacher Surveys | ||
| 653 | |a Social Support Groups | ||
| 653 | |a Self Contained Classrooms | ||
| 653 | |a Special Education Teachers | ||
| 653 | |a Elementary Education | ||
| 653 | |a Educational Change | ||
| 653 | |a Student Needs | ||
| 653 | |a Evaluative Thinking | ||
| 653 | |a Elementary Secondary Education | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Academic Standards | ||
| 653 | |a Algorithms | ||
| 700 | 1 | |a Williams, Heidi | |
| 773 | 0 | |t Curriculum and Teaching Dialogue |g vol. 26, no. 1/2 (2024), p. 11 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3110034053/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3110034053/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3110034053/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |