1. A Digital Age Skill for All
[To presenter: After your personal welcome, please add:]
The CT resources developed by the International Society for Technology in Education (ISTE) and the Computer Science Teachers Association (CSTA) were made possible with generous support from the National Science Foundation.
[space for presenters name, organization]

2. Who is in the audience? I am working on computational thinking issues.
I want to learn more about computational thinking.
I’m not sure about computational thinking.
[To Presenter: We feel it is important to know your audience. A similar question is included in the post-session survey]

3. What is CT?
Critical Thinking + Computing Power = Making Decisions and Innovate Solutions
There are many definitions of computational thinking, but simply put: CT combines critical thinking skills with the power of computing to make decisions or find solutions.
Skills needed to solve an equation, plan a project, or develop an outline for a writing assignment share similar qualities. They all include important problem solving competencies that students need throughout their lifetime. CT can magnify problem-solving skills needed to address authentic, real-world issues.

4. Why has the NSF Prioritized CT?
The number of computer science graduates declined 70% since the peak in 2001
There is a need to fill the skills gap to keep up with technology innovation
To maintain global economic competitiveness and national security
The National Science Foundation has funded numerous CT projects, including the work of CSTA and ISTE to produce CT resources for K-12 educators.

5. Why has CSTA and ISTE Prioritized CT?
To accomplish the following goals:
Prepare young learners to become computational thinkers who understand how to use today’s digital tools to help solve tomorrow’s problems.
Help teachers envision the potential of CT across all disciplines and be willing to integrate CT in the classroom.
CSTA and ISTE believe that CT can provide the skills that students will need for their future and provides a rigorous and powerful problem solving model.

6. CT for All Students
The knowledge and skills that students need to know and be able to do by the time they graduate from secondary school.
Bringing CT into formal K-12 education will provide our students with vital problem solving skills. CT is for students of all ages and can be learned and practiced in all disciplines.

7. The CT Student
[To presenter: Click on the embedded link to start a 2 minute animation that describes the skills and dispositions that students gain when the practice computational thinking.]

8. CT for All Teachers
All teachers are responsible for teaching skills, practice, and assessment of CT.
CT for all teachers:
CT is cross-curricular, so all teachers are responsible for introducing, reinforcing, and assessing CT skills

9. CT for All Teachers
Most teachers already incorporate CT basics, but may not know it.
CT for all teachers:
Most teachers already incorporate CT basics, but may not know it.

10. CT for All Teachers
CT has a shared vocabulary that can be highlighted in lessons from every discipline.
CT for all teachers:
* CT has a shared vocabulary that can be highlighted in lessons from every discipline

11. CT for All Teachers
CT is made up of foundational building blocks of concepts, skills, and dispositions that get more sophisticated as students get older.
CT for all teachers:
* CT is made up of foundational building blocks of concepts, skills, and dispositions that get more sophisticated as students get older
* CT is cross-curricular, so all teachers are responsible for introducing, reinforcing, and assessing CT skills
CT has a shared vocabulary that can be highlighted in lessons from every discipline
Most teachers are already incorporate CT basics, but may not know it.
CT doesn’t necessarily require computers.

12. CT for All Teachers CT doesn’t necessarily require computers.

13. CT Operational Definition
[To presenter: Refer participants to the CT Operational Definition handout. As a presenter, you can decide if you want to walk through the operational definition via the slide deck or just use the handout. If you want to introduce the definition by slide use the next 4 slides (#15-18) and delete this slide.]
The operational definition was developed by consensus of educators and CT advocates as a framework for CT in K-12 education. The operational definition was the bases for building resources for elementary and secondary school educators beginning to integrate CT into the classroom. The definition is made up of skills and dispositions or attitudes.

14. CT Operational Definition
CT is a problem-solving process that includes (but is not limited to) the following characteristics:
Formulating problems in a way that enables us to use a computer and other tools to help solve them
Logically organizing and analyzing data
Representing data through abstractions such as models and simulations
[To presenter: Refer to the CT Operational Definition handout. As a presenter, you can decide if you want to walk through the operational definition via the slide deck, with the handout as reference, delete slide #14.]
The operational definition was developed by consensus of educators and CT advocates as a framework for CT in K-12 education. The operational definition was the bases for building resources for elementary and secondary school educators beginning to integrate CT into the classroom. The definition is made up of skills and dispositions or attitudes.

15. CT Operational Definition
CT characteristics (cont.):
Automating solutions through algorithmic thinking
Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources
Generalizing and transferring this problem-solving process to a wide variety of problems

16. CT Operational Definition
Dispositions or attitudes that are essential dimensions of CT:
Confidence in dealing with complexity
Persistence in working with difficult problems
Tolerance for ambiguity

17. CT Operational Definition
Dispositions or attitudes that are essential dimensions of CT (cont.):
The ability to deal with open-ended problems
The ability to communicate and work with others to achieve a common goal or solution

18. CT in the Classroom Elementary school Data collection
Algorithms and procedures
[To Presenter: Each of the CT in the Classroom slides refers to one of the examples on the CT Progression Chart. Help participants locate the example on the chart.]
CT can be embedded or integrated into lessons, but is some case teachers are already doing CT.
Let’s look at the elementary school examples:
Collecting data in a toy car race or creating a set of directions. To integrate CT into K-12 education, a first big step, especially in classrooms with younger children, is the appropriate use of vocabulary. Highlighting the words “data collection” or “algorithms” will make the children familiar with these terms.

19. CT in the Classroom Middle school Problem decomposition
In this example, work teams who plan the publication of a newsletter could be an activity in any subject area from English Language Arts class to a drama class.

20. CT in the Classroom High school Abstraction
Again, here is an example from a high school history class. Connecting the vocabulary to an activity is the first step in integrating CT. The next step is integrating CT activities. We’ll look at that next.

21. CT Learning Experiences
[To Presenter: Reference the Computational Thinking Teacher Resources, a booklet that can be downloaded from the web site for free ( The next several slides are for a high school reference. There are slides that reference an elementary school example. You can find how to read a CTLE on page 11 in the booklet. ]
The CT Teacher Resources booklet is not a curriculum, but further “definitions-by-example,” including CT Learning Experiences. The booklet includes: 9 CT Learning Experiences and two scenarios to help educators understand what CT is.
CT Learning Experiences (CTLEs) are examples of learning experiences for students of all ages and across content areas. This is an example from high school.

22. CT Learning Experiences
Each CTLE includes a CT Guide on the Side that correlate the activities…

23. CT Learning Experiences
…to CT skills (in black lettering)
Formulating problems is one of the CT skills contained in this lesson.

24. CT Learning Experiences
….and dispositions (in blue lettering). CTLEs can help teachers and students gain a better understanding of the CT building blocks.
Confidence in dealing with complexity is the one disposition featured in this learning experience.

25. CT Learning Experiences
The body of the CTLE looks like a lesson plan or activity. The CT activity is correlated to an item in the Guide on the Side, like this disposition.

26. CT Learning Experiences
Or this activity.

27. CT Learning Experiences
Or this vocabulary (highlighted in green).

28. Teachers Take Action! Develop an understanding of CT
Highlight CT vocabulary, skills, and dispositions in your lessons
Extend current activities and lessons with CT
Engage and share with others who are new to CT
Develop an understanding to CT so that you can recognize CT skills and dispositions you are already including in your teaching
Highlight and use CT vocabulary

29. School Leaders Take Action!
Use the CT Leadership Toolkit
Make a CT presentation to your colleagues or at a conference
Connect CT to school improvement efforts
Support teachers who want to learn more about CT

30. Take Action Now!
Provide feedback on the session, the effectiveness of resources, and the kinds of the resources you’d like to see developed
Take the Understanding Computational Thinking survey:
Online:
By Paper

31. CT Resources CT Teacher Resources and CT Leadership Toolkit
CT Teacher Resources include:
•   An operational definition of CT for K-12 Education •   A CT vocabulary and progression chart •   Nine CT Learning Experiences •   CT classroom scenarios
CT Leadership Toolkit includes:
•   Making the Case for CT •   Resources for Creating Systemic Change •   Implementing Strategies Guide  
CT Teacher Resources and CT Leadership Toolkit
For free download at
Coming Soon! CT database for links to research and other teacher resources.

32. Thank you! For more information, contact: Or