Thank you for your note! We are still analyzing data and writing up our results, but one of the key findings was that our model of PD and supports provided teachers with the knowledge they need to integrate CS/CT into science.  Characteristics of in-person PD that teachers found to be particularly effective were: active learning, modeling of lessons and pedagogical approaches, guided practice in learning new CS/CT skills, and time for teacher planning and collaboration. Teachers also benefitted from one-on-one coaching, and access to coaches via phone and email as needed.

Teachers reported that one of the biggest challenges to integrating CS/CT into science instruction is finding time within students' schedules to fit in CS/CT activities. Our elementary students often have only a few periods per week of science, and teachers need to get through a lot of material in those times.

What's been your experience with integrating CS/CT into subject areas?

My experience it is very effective to  integrate CS/CT into other subject areas.  When you look at STEM, it isn't always a "T" technology lesson to tie that into STEM.  Best practices would be a natural integration with science, engineering and math so it may be use of CS to represent data, or create a model using a program but it also can be use of other technologies that are available from simple machines to more complex equipment like a 3-D printer.  

Great points!  In this project, we integrated CS/CT into science through tools like Scratch. For example, students built Scratch programs that modeled/demonstrated scientific phenomena like the water cycle.

I agree! Our practice-side partners (Schools That Can and MakerState) were very intentional about showing teachers the alignment between CS/CT skills and practices, NGSS, and the concepts and skills taught through the school science curriculum for each lesson. They also met with school administrators to make the case that these practices reinforced each other.  Thank you for your comment!  

You ask an excellent question! As Cheri noted, we made a point in our PD sessions with teachers to demonstrate how the CS & CT skills students learn when coding with Scratch, and building simulations of natural phenomena using Scratch, align very well with NGSS. Students' coding projects directly empowered students to apply their science learning with plenty of room for creativity and collaboration. We focused on making those connections with teachers to ensure they saw the benefits and were excited to build the CS/CT into their science teaching. While we did meet with administrators and shared regular updates, one lesson we learned is that over a two-year program it is important to get administrators to recommit to the program over the intervening summer, even if they had already committed to taking part for the full two years.

Thank you for your questions! The teachers in our project taught grades 3 to 5.  Some were subject-area or cluster teachers (e.g., science/technology/CS teachers) and some were grade-level teachers who taught all subjects. Unfortunately, we don't have funding to follow teachers this year, though I agree it would be really important to do so. Our RPP is currently seeking funding to expand our work to include schoolwide integration of CS/CT into subject areas. 

Thanks DeLene. The analysis of the data we gathered in the Maker Partnership continues, and our RPP is currently seeking funding to expand our work to include school-wide integration of CS/CT into subject areas. 

Sure, Emilie. Those are Ozobots! We had a great time with them - definitely encourage you to check them out. They can be used for both "physical" coding using colors and with block-based commands.