The recent emphasis on computational thinking (CT) integration across disciplines in elementary education nationwide is important to ensure that students are well-equipped to meet the demands of the data-driven workforce. However, this requirement poses major challenges to early elementary teachers who are faced with little direction in terms of how best to implement and assess their young student's application of these new practices.

Schools throughout the United States are engaging in efforts to integrate computational thinking (CT) across various elementary curricula. However, there is very little guidance for effective approaches to integrating CT consistently and cohesively school wide. CT Readiness for All is a two-year research project that is investigating a CT framework and self-assessment tool developed to articulate indicators associated with successful school-wide integration across elementary curricula. Data sources include focus group interviews and surveys with teachers. Although the project is still in progress, early analysis have resulted in three key findings: (a) students were able to make cross-curricular connections using CT as a problem-solving process; (b) finding time within the school day to focus on CT is challenging; and (c) administrators need to take an active role in setting the vision and definition of CT to support school-wide CT efforts.

Elementary schools throughout the United States are attempting to integrate computational thinking (CT) into their instruction, often without guidance from research about effective approaches for achieving particular CT goals. This cross-case study investigated the school-wide integration of CT in three elementary schools in a large urban school district in the Northeast that has a district-led CS for All initiative. Data included interviews with teachers, professional development providers, and school administrators as well as surveys from teachers and classroom observations in each participating school. Findings revealed three distinct approaches to integration: (a) single teacher leader-driven model, (b) scaffolded professional development model, and (c) intensive coaching model. These approaches reflect the visions set by administrators and teachers, methods used by professional development providers, and cultures of each school. Across the case studies, common pedagogical approaches included strategic use of both unplugged and plugged activities with a range of computational tools, a focus on collaborative project-based learning, and the use of CT-specific academic language to anchor new CT learning within the academic disciplines. The study highlighted advantages and challenges within each integration approach with implications for schools considering CT integration.

This study investigated school-wide integration of computational thinking (CT) in elementary schools of: 1) systems-level approaches to integration; 2) teachers' understanding and implementation of CT integration, and 3) challenges to integration. Data sources include interviews with teachers, professional development (PD) providers, principals as well as implementation observations. Findings revealed three distinct approaches: (a) Lone STEM teacher implementer, (b) PD scaffolded approach, and (c) Whole school coach-in-residence approach. Teachers generally viewed CT in the context of problem-solving. Although struggles and challenges existed in all three schools, administrators, PD providers, and teachers all had a high commitment to CT integration.