Index

A

abstraction, 19, 21, 24, 30–32, 38, 41, 43, 86

Ace 21st Century, 59

Adopt a Hydrant, 11

Akin Elementary School (Hale Center, Texas), 59

Akishbekov, Rustem, 115

algorithms and procedures, 10, 17–18, 19, 21, 30–32, 36–42, 70, 86–89

“Algorithms: Tangrams” (Code.org lesson), 80–81

Alpha-Robotics, 59

American Academy of Pediatrics, 106

Anderson, Lorin, 48

Angry Birds, 73

App Inventor (MIT), 105

Apple, 128

Arduino, 115

ARIS, 123, 124–132

augmented reality (AR), 123, 124–132, 133

automation, 19, 21, 29, 43

B

Bandura, Albert, 67–68

Battleships (game), 23

Bee-Bots, 45, 46–47, 48–50, 54–56, 57–60

Berkley Charter School (Auburndale, Florida), 54

Bernstein, Ian, 116

“Binary Bracelets” (Code.org lesson), 40–41

Bit and Evo, 113

Black Eyed Peas, 8

block-based programming languages

examples of, 63

physical computing devices that use, 101

reasons for using, 64–68

uses within curriculum, 69–83, 84–99

Blockly, 66, 109, 113

Bloom, Benjamin, 48–49

Bloom’s Taxonomy, 48–49, 73

Blue-Bot, 45

Boston, Massachusetts, 11, 59

Brago-Mitchell, Vicky, 79

Brewer, Deanna, 54, 113–115

Bug Talks (Code.org), 74

C

Cambridge ICT Starters, 104

Cambridge International, 104

“Cardinal Directions” (Code.org lessons), 72

Carle, Eric, 37–38

Carr, Lester, 59–60

Cassidy, Kathy, 57–59

Central Elementary School (Rhinelander, Wisconsin), 3, 50

chess, 134–135

Choose Your Own Adventure, 93

“Choose Your Own Adventure” (Scratch project), 93–94

Chow, Vivian, 79–80

Clune, Megan, 24–25

Code & Go Robot Mouse, 45, 50, 54–56

Code Studio, 73

“Code with Anna and Elsa,” 40, 78

Code.org, 8–10, 38–40, 55, 63, 64, 69–83

CS Fundamentals curriculum, 47, 69–70, 73

Hour of Code, 14, 65, 78

CoDrone Mini, 101, 116–117

Collaborative for Academic, Social, and Emotional Learning (CASEL), 104

College, Career, and Civic Life (C3) framework, 72–73, 110, 112, 114

Common Core State Standards (CCSS)

English Language Arts Standards, 22–23, 30–31, 36, 39, 80, 90–94, 110, 112, 114, 116

Math Standards and Practices, 4, 16, 30–31, 39–40, 41, 71, 73, 75, 76–77, 92, 95–96, 110, 112, 114, 116

Communications of the ACM, 67

Computational Thinker (ISTE Standards for Students), 29–30

computational thinking (CT), 3, 18–25

components of, 19, 24

and curriculum, 30–33

definition of, 11, 18–20

computer science standards, 28–31

See also individual computer science standards

Computer Science Teachers Association (CSTA), 14, 18–20, 26–28, 30–33

K–12 Computer Science Standards for Students, 20, 28, 87–89, 110, 112, 114, 116

Concrete-Representational-Abstract (CRA) instructional approach, 47

conditionals, 75–76, 88

Connections Academy, 27

COVID-19, iv, 12

CS Unplugged, 23, 25

CSforALL, 9, 103, 107–108, 118–120

Cubetto, 45, 53

D

dancing, 75

data, 88

analysis, collection, and representation, 19, 21, 41–43

debugging, 17–18, 73–74, 93, 103–104

decomposition, 19, 21–22, 24, 30–32, 37, 41–42, 86

definition (design thinking), 103–104

Depth of Knowledge (DoK), 48–49, 53, 73, 131

design thinking, 103–104, 126

Developmental Technologies Research Group (DevTech), 84

Diffusion of Innovations, 13–15

diversity, 65–66

Donorschoose.org, 108

Dot, Dash, and Cue, 101, 103, 109–111

“Dow Day,” 124–125, 126

Dreambox, 2

E

empathy, 103–104, 126

error analysis, 73–74

estimation, 96–97

events (CSTA Algorithms and Programming concepts), 88

Evo and Bit, 113

F

Farmer Will Allen and the Growing Table, 38

fear of failure, 13, 23

Flavell, John H., 67–68

“for” loops, 82

Fried, Judy Robinson, 59

“Functional Suncatchers” (Code.org lesson), 79

FUNecole, 103–104

G

Gates, Bill, 8

Ginzburg, Carlos, 79

“Go Bananas” (Scratch project), 96–97

Goldberg, Rube, 76

Golden Circle, viii, 2, 12

Google, 24, 34–35, 41–42

Gupta, Vikas, 109

gymnastics, 74

H

Hamda, Nader, 113

Harvard University, 66

“Hello, Grandma and Grandpa” (Scratch project), 90

Hour of Code, 14, 65, 78

Howard B. Owens Science Center, 115

Humphrey, Tiffany, 129–132

I

ideation (design thinking), 103–104

“Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds, The,” 106

input-process-output feedback cycle, 18, 54–56, 102

inquiry-based learning, 20–23

International Society for Technology in Education (ISTE), 18–20, 32–33

Computational Thinking Competencies, 20, 24–25, 32–33, 39

National Educational Technology Standards for Students, 41

Seal of Alignment, 103

Standards for Students, 29–31, 39, 104

iPads, 84, 128, 133

IXL, 2

J

JavaScript, 109, 133

Jobs, Steve, 8

Jordan, Kendra, 113

K

K–12 Computer Science Framework, 20, 28–29

Kahoot, 12

Kai’s Clan, 123, 133

Khan Academy, 2, 12

Kitzerow, Ashley, 3, 50, 137–138

Koepke, Traci, 129–132

Kolb, Liz, 104–105

Krathwohl, David, 48

L

Lang, Jenny, 74

Larsen, Della, 50

Latham, William, 79

Law of Diffusion of Innovation, 13–15

learning pedagogy, 2

LearnZillion, 2

“Lemonade Stand” (lesson), 42

Lifelong Kindergarten (MIT Media Lab), 84

literacy, 90–94

Liukas, Linda, 27

“Living in Beta,” 13

Logo (programming language), 14, 76

loops, 75, 76–79, 82–83, 88

M

“Magnetism and Electricity” (Scratch project), 98–99

Makey Makey, 101, 111–112

“Marble Run” (Code.org lesson), 74

Martin, Fred, 14

Martin, Jacqueline Briggs, 38

Maser, Mike, 74

math

Code.org lessons for, 71, 73–74, 75–80

computational thinking concepts and, 32

physical computing lessons for, 54, 110, 112, 114, 116

Scratch projects for, 94–97

Matthews, Jim, 125, 126, 128

metacognition, 67–68

Microsoft, 8

MIT App Inventor, 105

MIT Media Lab, 26, 84, 111

Moberly, Larry, 126

music, 81–82

N

Neapod, 12

nested loops, 76–79

Next Generation Science Standards (NGSS), 30–31, 38–39, 41, 72, 76, 82, 110, 112, 114, 116

nofearcoding.org, 4, 36, 42, 78, 90

North, Karen, 38–40

O

“Old McDonald Had a Farm,” 81–82

operators, 89

Ozobot, 101, 113–115

P

Packard, Edward, 93

Papert, Seymore, 14

parallelism, 89

parallelization, 19, 21, 43

Partnership for 21st Century Learning (P21), 11

Partovi, Hadi, 14

pattern recognition, 30–32, 37–38, 41, 72, 86

PBS Kids, 85

perseverance, 23, 66, 72, 73–74

physical computing devices

alternatives to, 53, 55

examples of, 45, 101

lessons for, 55–56, 57–60, 109–117

reasons for using, 46–51, 102–106

Piney Point Elementary School (Houston, Texas), 38–40

play, 52–53, 106, 120

Playful Invention Company, 84

Pokémon Go, 124

Prince Ea, 1–2

problem decomposition, 19, 21–22, 24, 30–32, 37, 41–42, 86

Problem Solving with Bee-Bot, 59–60

Pro-Bot, 59–60

professional development, 10, 13, 108

professional learning networks (PLN), 32, 109, 111, 113, 115

project-based learning (PBL), 20–23, 42–43, 129–132

prototype (design thinking), 103–104

Prottsman, Kiki, 74

pseudocode, 17

Python (programming language), 34–35, 115

R

Rails Girls, 27

“Real-life Algorithms: Plant a Seed” (Code.org lesson), 38–40, 72

Robinson, Ken, 10

Robo Wunderkind, 101, 115–116

RoboBlockly, 115

Rogers, Everett, 14

Rosenbaum, Eric, 111

S

Saab, Jasmine, 109–111

Schroeder, Molly, 13

science

Code.org lessons for, 38–40, 72, 76, 82–83

computational thinking concepts and, 32

physical computing lessons for, 110, 112, 114, 116

Scratch projects for, 98–99

Scratch, 14, 35–36, 63, 73, 84–99

future educator perspectives on, 137–138

Makey Makey and, 111

student perspectives on, 136–137

Scratch ED, 66

“Scratch: Programming for All,” 67

ScratchJr, 63, 84, 85

SCRIPT (CSforALL), 107–108

search, 23

sequences (CSTA Algorithms and Programming concepts), 88

Silver, Jay, 111

simulation, 19, 21, 42

Sinek, Simon, viii

Smith, Julie, 111–112

Smith, Sallie, 116

Snap, 17, 66

social studies

ARIS and, 124–126, 129–132

Code.org lessons for, 72–73

computational thinking concepts and, 32

physical computing lessons for, 110, 112, 114

Scratch projects for, 97–98

“Songwriting with Parameters” (Code.org lesson), 81–82

special education, 51

Stevie and the Big Project, 74

Stofflet, Beth, 126

STRETCh, iv, 36, 90

Structure of the Observed Learning Outcome (SOLO), 73

“Stuck on an Escalator—Take Action,” 13

student-created projects, 94–95, 97–99, 136–137

T

tangrams, 50, 80–81

teaching pedagogy, 2

TechBoston, 59

TED Talks, viii, 10, 13, 67

Terrapin. See Bee-Bots

testing and debugging, 17–18, 73–74, 93, 103–104

“The Daily Life of Shapes” (Scratch project), 94–95

“The Three Little Pigs” (Scratch project), 90–91

“Third Grade Island” (Scratch project), 97–98

Triple E Framework, 104–105

Tufts University, 84

U

“Underwater Adventure” (Scratch project), 91–93

University of Auckland, 24–25

University of California, Berkeley, 66

University of Michigan, 104–105

University of Wisconsin–Madison, 124–125

“unplugged” lessons, 23, 25, 39, 53–56, 69–72, 74–75, 79–83

Unspotted Bugs, 74

Use-Modify-Create learning progression, 119

V

Valenzuela, Jorge, 33

Verweij, Alicia, 104

virtual reality (VR), 123, 133

visual arts, 76–81

W

Waukesha, Wisconsin, 129–132

Webb, Norman, 48–49

Westmount Elementary School (Moose Jaw, Saskatchewan), 57

“What Most School Don’t Teach,” 8

will.i.am, 8

Williams, Bailey, 97–99, 136–137

Wilson, Adam, 116

Wing, Jeanette, 11, 20

Wonder Workshop, 101, 109–111

Z

Zuckerberg, Mark, 8