Reflections on Computer Science in the Elementary Grades
As a Technology/STEM Integration teacher in Baltimore County, Maryland, I have have been lucky to have had a many experiences with Computer Science in elementary schools. With the heightened attention computer science is getting, I wanted to reflect on these experiences.
While we want students to be prepared for the high-growth, high-demand CS careers, improving CS education is about more than career development. Coding empowers students to create not just consume with technology. Even though not all students may become software engineers, they still need computational literacy to help them to think systematically and participate fully in an increasingly technological world. It is imperative that this exposure starts in elementary schools to combat stereotypes, so we can increase CS participation rates of females, minorities, and children of poverty.
The first experience I'd like to discuss is Code.org’s CS Fundamentals courses. This year I presented at a number of Family Code Nights where students and their parents completed an Hour of Code. The Code.org’s CS Fundamentals courses continue with the same type of hands-on activity, but each course provides about 20 hours of instruction per grade K-5. I implemented these courses in grades 2-5, as a special-area teacher where I taught students once per week. I provided a brief mini-lessons (just like the tech-tips during a Family Code Night). Then for the bulk of the time, they worked in a self-passed fashion either individually or with a partner. I experienced a lot of success. Students had fun, mastered CS concepts, and improved in problem-solving.
The second experience I'd like to discuss is a Computer Science Immersion program is being offered at two Baltimore County elementary schools (Cromwell Valley and Chatsworth). This program is a solution from Code to the Future. It provides 125 minutes per week of computer science instruction. It is taught by every classroom teacher in the building. The classroom teachers are supported by a Code to the Future coach who co-teaches one of the 25-minute lessons per week and provides three half-day professional development workshops per year. The Code to the Future program covers coding in the Scratch language, robotics, and Minecraft project-based learning. Where possible, the CS lessons are woven into Language Arts, Math, Science, and/or Social Studies. Through this program, I have seen incredible student growth in teamwork, excitement, and CS concept mastery. More importantly, computers become another powerful way students can demonstrate their content understanding.
The next experience I’d like to discuss is First Lego League (FLL), an after-school enrichment competition for students in grades four through eight. I have been a FLL coach/mentor for the past three years and the experience is fabulous. FLL teaches STEM (Science, Technology, Engineering and Math) which includes CS. Students work on real-world issues which promotes a growth-mindset and inspires students. I was most impressed with the way the experience cultivated perseverance (which in a high-poverty school is critical to keep students engaged in school).
Finally, the last experience I'd like to discuss is that in Baltimore County Schools, many of the Impact of Technology CS standards are covered in the Digital Citizenship curriculum during the Library period. Students learn to use technology safely and reflect upon how technology affects our society.
Although the above opportunities are amazing, they are examples of “pockets of excellence” and/or piecemeal results around the district. Schools struggle with how to scale such solutions. Training of one CS teacher per high school is a big lift. In elementary schools, training every teacher to teach CS is a huge lift. Furthermore, in a school day already packet to the brim with content, there is a concern about how CS can fit. One method of addressing this concern is to infuse CS within other content instruction. Yet, to be effective this needs to be done with rigor and the identified content connections need to be meaningful. For any of this to happen, there needs to be sufficient training, leadership, support, and funding.