Defining Computational Thinking for a District: Inclusive Computing Pathways in Indian Prairie School District

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dc.contributor.authorDigital Promise
dc.date.accessioned2021-11-04T21:02:15Z
dc.date.available2021-11-04T21:02:15Z
dc.date.issued2021
dc.description.abstractThis district overview highlights the work Indian Prairie School District (IPSD) did over the course of three years to plan, build, and implement computing pathways. IPSD is a suburban school district serving 28,000 students in the Naperville, Aurora, Bolingbrook, and Plainfield communities outside of Chicago. As a member of Digital Promise’s League of Innovative Schools, IPSD applied to participate in the National Science Foundation-funded Developing Inclusive K-12 Computing Pathways for the League of Innovative Schools (CT Pathways) project to focus on developing an Inclusive K-12 Computing Pathway aligning the computing courses available within the district. Specifically, IPSD set an equity goal of focusing on a cluster of 5 Title I elementary schools within the district; IPSD sought to increase computing opportunities within these schools to ensure that computing was not only occurring in specific schools or parts of the district but rather reaching all students in the district.en_US
dc.description.sponsorshipThis work was supported by the National Science Foundation under grant award #1837386. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF.en_US
dc.identifierDOI: https://doi.org/10.51388/20.500.12265/131
dc.identifier.urihttp://hdl.handle.net/20.500.12265/131
dc.language.isoen_USen_US
dc.publisherDigital Promiseen_US
dc.subjectcomputational thinkingen_US
dc.subjectinclusive computing pathwaysen_US
dc.subjectcomputer science educationen_US
dc.subjectdistrict leadershipen_US
dc.titleDefining Computational Thinking for a District: Inclusive Computing Pathways in Indian Prairie School Districten_US
dc.typeArticleen_US

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