Making CT
https://makingct.com/
Making CT: Integrating Computational Thinking into P-5 Classrooms (#192350) is a National Science Foundation grant that aims to develop and investigate a model to support P-5 teachers in implementing interdisciplinary, CT-integrated lessons into their classroom content. The Citadel project team is working collaboratively with educators at a suburban elementary to design engaging curriculum that aligns with state content and computer science standards, requires students to think critically and solve problems through making, and is differentiated to meet the unique needs of all learners.
In South Carolina, computer science standards have been developed for K-8 grade students but there is a need to develop materials that support these standards. The Maker movement relies on the theory that students learn best when they are engaged in hands-on, personally meaningful activity. By combining both computational thinking and making, students are introduced to important concepts in ways that excite and challenge them. Making CT lessons have been designed specifically for students to ensure that every lesson is interdisciplinary, grounded in state standards, differentiated, rigorous and fun.
Infusing Computing
https://www.infusingcomputing.com/
Infusing Computing is an NSF-funded research program (#1742332 & 1742351) delivering computing-infused, STEM-focused professional development to middle and high school teachers in order to improve computing learning across North Carolina and South Carolina. Infusing Computing will directly impact 360 teachers in two states and approximately 7,000 students indirectly in their classrooms. Other outcomes of Infusing Computing will include standards crosswalks, integrated STEM+C lesson plans, resources, and tools. Standards crosswalks and the project research will make explicit connections across state and national STEM standards, computing standards, school curricula, and classroom contexts. As part of the ongoing professional development activities, teachers and the project team will collaborate to build lessons, activities, and resources that integrate computing into classroom-based activities.
Mobile Maker Kits
http://www.mobilemakerkits.com/
Mobile Maker Kits is a NSF-funded research program (#1723661). Based on the theory of constructionism, which says learning most often happens when the learner is engaged in personally meaningful activities, a makerspace allows for creativity, problem solving, and collaboration. A makerspace can be high or low tech and is often a designated physical location where people go to build new things. Makerspaces have popped up across the country and are providing both children and adults with the opportunity to create freely. However, the goal of this project is to tie maker activities to state standards and curriculum to eliminate the need for a specific location, thereby increasing accessibility.
This project investigated:
https://makingct.com/
Making CT: Integrating Computational Thinking into P-5 Classrooms (#192350) is a National Science Foundation grant that aims to develop and investigate a model to support P-5 teachers in implementing interdisciplinary, CT-integrated lessons into their classroom content. The Citadel project team is working collaboratively with educators at a suburban elementary to design engaging curriculum that aligns with state content and computer science standards, requires students to think critically and solve problems through making, and is differentiated to meet the unique needs of all learners.
In South Carolina, computer science standards have been developed for K-8 grade students but there is a need to develop materials that support these standards. The Maker movement relies on the theory that students learn best when they are engaged in hands-on, personally meaningful activity. By combining both computational thinking and making, students are introduced to important concepts in ways that excite and challenge them. Making CT lessons have been designed specifically for students to ensure that every lesson is interdisciplinary, grounded in state standards, differentiated, rigorous and fun.
Infusing Computing
https://www.infusingcomputing.com/
Infusing Computing is an NSF-funded research program (#1742332 & 1742351) delivering computing-infused, STEM-focused professional development to middle and high school teachers in order to improve computing learning across North Carolina and South Carolina. Infusing Computing will directly impact 360 teachers in two states and approximately 7,000 students indirectly in their classrooms. Other outcomes of Infusing Computing will include standards crosswalks, integrated STEM+C lesson plans, resources, and tools. Standards crosswalks and the project research will make explicit connections across state and national STEM standards, computing standards, school curricula, and classroom contexts. As part of the ongoing professional development activities, teachers and the project team will collaborate to build lessons, activities, and resources that integrate computing into classroom-based activities.
Mobile Maker Kits
http://www.mobilemakerkits.com/
Mobile Maker Kits is a NSF-funded research program (#1723661). Based on the theory of constructionism, which says learning most often happens when the learner is engaged in personally meaningful activities, a makerspace allows for creativity, problem solving, and collaboration. A makerspace can be high or low tech and is often a designated physical location where people go to build new things. Makerspaces have popped up across the country and are providing both children and adults with the opportunity to create freely. However, the goal of this project is to tie maker activities to state standards and curriculum to eliminate the need for a specific location, thereby increasing accessibility.
This project investigated:
- How do P-5 teachers integrate standards-based maker kits into their classrooms?
- What features of professional development are most effective when integrating standards-based maker kits into the P-5 classroom?
- How are students impacted by their making experiences?
- How do students’ attitudes, self-efficacy, etc. change?