Collaborative Network of Grades 3-5 Educators for Computational Thinking for English Learners

We collaborate with university and K-12 researchers and practitioners to promote computational thinking for students in fourth grade.

PI’s
Debra Richardson, University of California, Irvine, Donald Bren School of Information & Computer Sciences
Mark Warschauer, University of California, Irvine, School of Education
Tom Turner, Orange County Department of Education, Instructional Services Division

Investigators
Sharin Jacob, University of California, Irvine, School of Education
Ha Nguyen, University of California, Irvine, School of Education
Leiny Garcia, University of California, Irvine, School of Education
Yenda Prado, University of California, Irvine, School of Education
Jonathan Montoya, University of California, Irvine, School of Education

Project Funding
National Science Foundation, September 1, 2019–August 31, 2021, Grant No. 1923136
National Science Foundation, September 1, 2017–August 31, 2019, Grant No. 1738825, $299,556

Designed Curriculum

2.0 Curriculum (2019-2020) https://sites.google.com/uci.edu/uci-conectar-4th/level-1-curriculum-2-0

1.0 Curriculum (2018-2019) https://sites.google.com/view/uci-conectar/curriculum/level-1


Summary

The University of California Irvine (UCI) is partnering with the Orange County Department of Education (OCDE) and Santa Ana Unified School District (SAUSD) to form a collaborative network of university and K-12 researchers and practitioners with the aim of promoting computational thinking for students in fourth grade.

The intention is to build connections to a broader curriculum as reflected in the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS), to the language and discourse needed to ensure academic success, and to the learners’ peers, community, families and culture needed to make learning relational and meaningful. The work is situated in Santa Ana schools, where the majority of students are low-income, Hispanic, English language learners. It will use the principles of Design-Based Implementation Research (DBIR), designing interventions to implement, study and refine, alongside OCDE and SAUSD.

Under the first grant Collaborative Network of Educators for Computational Thinking for All Research (CONECTAR 1.0), the team visited partner elementary schools to gather information about the current teaching of computational thinking, conducted a district-wide survey of elementary school teachers, and gathered examples of instructional materials developed nationally to inform local adaption strategies. Researchers worked with a team of teachers to develop pilot materials and instructional units for the 3rd, 4th, and 5th grade levels. These materials–scaffolded for non-native English speakers–will integrate computational thinking with NGSS and CCSS. In the following year, teachers implemented the instructional materials in their classrooms with support from UCI and OCDE. Data was gathered to study the implementation process, the challenges faced and how they were addressed, the extent to which the materials engage the learners on the emotional, behavioral, and cognitive levels, and the suitability of the materials for promoting computational thinking among the targeted learners.

Under the second grant (CONECTAR 2.0), the initiative will continue to iterate the curriculum with educators of SAUSD with a focus scaling the curriculum to fourth grade classrooms in the district.

Publications

Articles in Refereed Journals

Prado, Y., Jacob, J., Warschauer, M. (manuscript in preparation)Teaching Computational Thinking to Exceptional Learners: Lessons from Two Diverse Classrooms using Scratch.

Jacob, S. R., & Warschauer, M. (2018). Computational thinking and literacy. Journal of Computer Science Integration, 1(1), 1-19. Retrieved from https://doi.org/10.26716/jcsi.2018.01.1.1

Jacob, S., Nguyen, H., Tofel-Grehl, C., Richardson, D., & Warschauer, M. (2018). Teaching computational thinking to English learners. NYS TESOL Journal, 5(2), pp. 12-24. Retrieved from http://journal.nystesol.org/july2018/4Jacob%28CGFP%29.pdf

Chapters in Books

Jacob, S. R., & Warschauer, M. (in press). Engaging multilingual identities in computer science instruction. Freiermuth, M. R. Editor & Zarrinabadi, N. Editor (Eds.), Technology and language learner psychology. New York: Bloomsbury.

Conference Presentations

Prado, Y., Jacob, J., Warschauer, M. (2020, April) Teaching Computational Thinking to Exceptional Learners: Lessons from Two Diverse Classrooms using Scratch. Paper submitted for presentation at American Educational Research Association Annual Meeting, San Francisco, CA.

Jacob, S., & Warschauer, M. (in press). Leveraging multilingual identities in computer science instruction. David E. Eskey Award presentation at the California Teachers of English to Speakers of Other Languages, Anaheim, CA.

Jacob, S., & Warschauer, M. (2018, May). A three dimensional framework for exploring the relationship between computational thinking and literacy. Poster presented at the Digital Learning in the Humanities and Beyond Symposium, Irvine, CA.

Jacob, S., & Warschauer, M. (2018, April). Computational thinking and literacy. Poster presented at the Center for Language, Interaction, and Culture, Los Angeles, CA.

Jacob, S. (2017, Nov). Computational thinking for English learners. Doctoral student presentation at the UC Irvine Digital Learning Lab, Irvine, CA.

Jacob, S. (2017, Oct). Computational thinking curriculum design for elementary English learners in the Santa Ana Unified School District, Graduate student researcher presentation at the CONECTAR Curriculum Design Committee, Santa Ana, CA.

Awards

Jacob, S. David E. Eskey Memorial Award, received at the Annual CATESOL Association Conference, October 19, 2017.

Resources

Computational Thinking & Literacy Resources https://goo.gl/K3PEk6