Why?, What?, How?: teacher and administrator perspectives on district-wide computational thinking pathways
Kyle M. Dunbar, Quinn Burke, Merijke Coenraad, Alessandra Rangel, Kelly Mills · Computer Science Education · 2025
Background & Context Implementation of computational thinking (CT) pathways in school districts offers important opportunities to broaden access to computing by creating consistent, cumulative, and competency-based computing opportunities for all students in grades K-12. This study is part of a larger research practice partnership (RPP) working as a collaborative network to design, implement, and revise districts’ CT Pathways.Objective This initial landscape study of six partnering school districts focuses on teacher and administrator attitudes about and knowledge of CT as well as successes and challenges to integrating CT.Methods The landscape analysis is based upon survey responses, focus groups with teachers and administrators within each district, as well as analysis of select curricular artifacts submitted by teachers.Findings Results from survey and focus group data indicate that teachers and administrators tend to define CT as problem-solving, enjoy implementing it and do so mainly through CT lessons with structured, specific tasks, with instructors most comfortable focusing on pattern recognition, algorithmic thinking, and decomposition.Implications Districts in this study face challenges with providing professional learning targeting CT integration with content area learning and prioritizing CT pathways work which can be seen as separate from other district initiatives. We recommend aligning CT pathways with a district’s vision and providing professional development for teachers and administrators alike with concrete points of integration.