ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)
Mark Justin Samberg (Creator)
East Carolina University (ECU )
Web Site:

Abstract: "A focus on Science , Technology , Engineering , and Math (STEM) education has been an ongoing trend in the United States for most of the last decade. Recently , computer science has stood out as a focus within this movement. Supported by industry , non-profits , federal and local governments , the ""CS4All"" movement aims to provide every student the opportunity to learn to code. While many of these initiatives focus solely on coding , others are also advocating for students to learn skills required to structure problems so that they may be solved by a computer. As defined Jeanne Wing in 2006 , computational thinking is part of a suite of problem solving tools in engineering , among design thinking (including human-centered design) and data literacy (the ability to collect , understand , use , and share data with others). Computational thinking skills , combined with design thinking and data literacy (collectively called digital-age problem solving) blend core critical thinking concepts from both STEM education and the Humanities. This study focuses on preparing teachers to integrate digital-age problem solving into their instructional practice by immersing teachers in a Massive Open Online Course for Educators (MOOC-Ed) through the Friday Institute for Educational Innovation. The MOOC-Ed focuses on exposing teachers to digital-age problem solving concepts and supporting them in identifying examples in their current practice , and deepening integration in both their reflective practice and their work with students. Applications of digital-age problem solving are found both online and offline , and the MOOC-Ed focuses on helping educators identify and use these practices and skills in their daily practice. Through this MOOC-Ed , a model for digital-age problem solving was shared with practitioners from around the world. The MOOC-Ed was a valuable tool for participating teachers , with 97% of all course completers prepared to make positive changes to their practice. The digital-age problem solving cycle demonstrated value in helping teachers develop language around problem solving , making changes to their reflective practice , and creating hands-on learning experiences for students. Digital-age problem solving was useful to teachers beyond STEM fields , with teachers from all disciplines reporting and demonstrating value in the model."

Additional Information

Language: English
Date: 2018
problem solving

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TitleLocation & LinkType of Relationship
PROBLEM SOLVING IN THE DIGITAL AGE: BRINGING DESIGN AND COMPUTATIONAL THINKING TO THE K-12 CLASSROOM described resource references, cites, or otherwise points to the related resource.