Notes on CT NSF Proposal

Notes on CT NSF Proposal CT refers to the thought processes involved in formulating problems and their solutions in such a way that the solutions can be effectively carried out by an information-processing agent (usually a computer). CT activities do not require the presence of a computing tool, but involve the requisite reasoning needed to capitalize on the use of computational tools. CS, as used in this solicitation, includes CT but also the broad range of understandings, competencies, and skills needed to apply computation in our digital world. It includes topics of problem specification and representation; algorithm development; software design, programming, and debugging; the Internet and networking; big data; cybersecurity; and application across a wide range of disciplines, including the associated societal impact and ethical considerations. This solicitation focuses on CS and CT instruction, as distinct from the mere use of computers or the use of common computational tools such as word processors or video editing or presentation software. The ability to use such tools is often referred to as computational literacy. This solicitation supports education beyond computational literacy.

For the high school strand, the focus is on preparing and supporting teachers to teach rigorous CS courses; For the preK-8 strand, the focus is on designing, developing, and piloting instructional materials that integrate CS and CT into preK-8 classrooms; and For preK-12 or preK-14 pathways strand, the focus is on designing pathways that support school districts in developing policies and supports for incorporating CS and CT across all grades and potentially into introductory levels at community or four-year colleges and universities.

RPPs, defined in the literature as “long-term, mutualistic collaborations between practitioners and researchers that are intentionally organized to investigate problems of practice and solutions for improving district [and school] outcomes”

While RPPs focused on innovation in research and development of instructional materials for preK-8 are allowed, the investigators must make a clear case that curricula and materials do not currently exist to address the teaching and learning of CS and CT in the relevant grade levels or cannot be adapted to those contexts. Strong proposals must document how the new curricula or instructional materials differ in significant ways from already available materials and tools.

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Sequencing:  Systems:  Symbolic meaning: 

July 9 AERA Proposals  July 13: 

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