Modifying Curriculum for Novice Computational Thinking Elementary Teachers and English Language Learners

Abstract

The demand for computational thinking (CT) problem solving abilities surge as every aspect of life becomes more dependent on complex digital technologies. Just as in math and language, a strong CT foundation needs to be established in early education in order for students to develop an instinctive CT perspective of the world. The urgent demand for CT instruction in elementary school quickly draws attention to the shortage of elementary school-level teachers qualified and interested in CT. Additionally, with a commitment to equity in the United States education system and knowledge of the high percentage of English language learning (ELL) students in schools, the obligation to create curricula that will provide access to CT knowledge, skills, and practices for elementary-level ELL students is loudly apparent. In response to these two needs, our team has adapted existing Scratch-based CT curriculum to support classroom teachers with minimal CT experience and to be more accessible to English language learners. The purpose of this paper is to share the framework that guided the curriculum adaptations, to describe the specific changes that were made, and to discuss discoveries made during the process. This journey may be helpful to anyone who is tasked with modifying a curriculum to meet the needs of novice content teachers and ELL students.