Posted by Vicky Sedgwick on Mar 06, 2020
What do we mean by “Pathways in Computer Science” and why would we want to define CS learning pathways in our schools/districts? How might pathways change in higher grade levels?

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What do we mean by “Pathways in Computer Science” and why would we want to define CS learning pathways in our schools/districts? How might pathways change in higher grade levels?
 
Pathways in computer science was the topic of conversation for this week's #csk8 chat, moderated by CSTA K–8 Representative Vicky Sedwick and guest moderator from CS For All Teachers Myra Deister. 
 
 
The community discussed the following: 
  1. What do we mean by “Pathways in Computer Science” and why would we want to define CS learning pathways in our schools/districts? How might pathways change in higher grade levels?
  2. Where should we start if our school/district wants to define computer science pathways? What knowledge do we need? Where can we look for guidance?
  3. Does your school/district have defined pathways in Computer Science? Do you have a scope & sequence for multiple grade levels? Does the curriculum you use have these things? Please share resources!
  4. Once we have defined pathways of learning for computer science, how can students show progressive evidence of their learning so we know they have learned what has been defined?
  5. CS classes often start by assuming that students have had no exposure to computer science in the past. If schools/districts define pathways for CS, how will this affect the classes that should be offered?
  6. Is there anything else you would like to share or ask about defining pathways in K-8 computer science and beyond?
Check out the full transcript of this chat. We're always looking to continue the conversation, so head over to Twitter and share your thoughts using #csk8. 
 
CSTA talks computer science for 5–14 year-olds on Twitter, using #csk8, on most first and third Wednesdays at 5 p.m. PT / 8 p.m. ET from September through June.