Computational Thinking

GSE-XCSET0010

Stanford Graduate School of Education


Computational Thinking

Description

San Mateo County Office Education and the Center to Support Excellence in Teaching present a three day professional learning experience where we will explore how (and why) teachers can support students engagement with computational thinking practices through interdisciplinary means.  The workshop series offers teachers the opportunity to deepen their knowledge of computational thinking and hone their pedagogical expertise in collaboration with other county educators and CSET professional development coaches. This series is comprised of three on-campus workshops.

Instructor(s):

Sandra Velásquez, Innovative Learning & Technology Integration Coordinator, San Mateo County Office of Education

Christine Bywater, Clinical Associate in Educational Technology

Vielka Hoy, Program Associate and Specialist in Educational Technologies

End Date of Enrollment: Friday 5/31
If for any reason you enroll and can no longer attend, cancellations for a full refund will be allowed up until Friday June 7th. Two continuing education units are available with your attendance and participation to the full three-day workshop.

What you will learn

  • To develop an understanding of the need for computational thinking related activities in teaching practice with an emphasis on pedagogy.
  • To describe the core practices of computational thinking and be able to use it as a way for students to access information, express their thinking, learning, and ideas, and increase their computational fluency.
  • To understand the impact interdisciplinary integration of computational thinking practices can have on student identity.
  • To be ready for future learning and recognize opportunities where you may be able to embed these practices into your discipline.

Who should enroll?

San Mateo County Teachers K-12

Course Outline

$49 per person for this three day workshop.

Please note this course is offered at a reduced fee thanks to support from the TELOS Initiative at Stanford’s Graduate School of Education

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