In the March 2020 issue of Computer Science Newsletter, published by the International Society for Technology in Education, Rutgers Center for Effective School Practices researchers Cynthia L. Blitz and David Amiel describe dynamics often associated with computer science education in K-12 school districts and how lessons learned through the Rutgers Computer Science Teaching and Learning Collaboratory (CS-TLC) researcher-practitioner partnership can be applied. Understanding that CS-TLC is a large project that is not replicable for many school districts, the article includes a compilation of key, replicable takeaways listed below and explained further in the newsletter article that they believe can be implemented by any school district looking to increase its capacity to provide high-quality, rigorous, and inclusive computer science education to students: Bring administrators to the table. Be curriculum agnostic. PD at your own pace. Empower every voice.
March 2020
Computer Science Network Newsletter | Featured Article
International Society for Technology in Education (ISTE)
Findings from the Rutgers Computer Science Teaching and Learning Collaboratory informed these recommendations for K-12 school districts looking to provide rigorous and inclusive computer science education.
Citation
Blitz, C. L., & Amiel, D. J. (2020). Partnership and Progress: The Computer Science Teaching & Learning Collaboratory. Computer Science Newsletter: International Society for Technology in Education, 13(7), 1–3. http://bit.ly/CSN_Newsletter-Mar2020