Programming and computational thinking concepts and contextual factors in integrated computing activities in U.S. Schools

Integrated computing uses computing tools and concepts to support learning in other disciplines while giving all students opportunities to experience computer science. Integrated computing is often motivated as a way to introduce computing to students in a low-stakes environment, reducing barriers to learning computer science, often especially for underrepresented groups. This dataset examined integrated computing activities implemented in US schools to examine which programming and CT concepts they teach and whether those concepts differed across contexts. We gathered data on 262 integrated computing activities from in-service K-12 teachers and 20 contextual factors related to the classroom (i.e., primary discipline, grade level, programming paradigm, programming language, minimum amount of time the lesson takes, source of the lesson plan), the teacher (i.e., years teaching, current role (classroom teacher, tech specialist, STEM specialist, etc.), grade levels taught, disciplines taugh..., Procedure
Data about integrated computing lessons in non-CS classrooms were collected from in-service K-12 teachers in the United States via an online survey, and 262 surveys were completed. Participants were recruited first through teacher networks and districts to include diverse populations and then through LinkedIn. Teachers received a $100 gift card upon completion of the survey, which took approximately 30 minutes. Due to the incentive, submissions were screened during data collection to ensure eligibility (i.e., having a valid school district email) and quality (described below).
 
Instrument
The survey asked about the programming and CT concepts taught in the activities and 20 factors related to classroom, teacher, and school context. The programming concepts included were based on a framework developed by Margulieux et al., 2023. A full list of concepts and contextual factors can be found below. Due to the large sample size, the survey was designed to be primarily quantitative ..., , # Programming and Computational Thinking Concepts and Contextual Factors in Integrated Computing Activities in U.S. Schools

[https://doi.org/10.5061/dryad.ttdz08m6v](https://doi.org/10.5061/dryad.ttdz08m6v)

Some of the early submissions were missing questions related to school context. These missing data are marked as \"null\".

## **Survey Questions Code Book**

**Survey Questions and Descriptive Statistics**

**Qualitative Questions (all open-ended):**

Title of lesson plan
One sentence describing the activity topic (e.g., In this activity, students apply their computational thinking skills to explore the life cycle of a butterfly.)
One sentence describing the disciplinary learning objective (e.g., The primary learning goal is to model the life cycle of a butterfly.)
One sentence describing the computing learning objective (e.g., Students will conditionals to match body features to life stages.)
1-3 sentences describing the instructional paradigm (e.g., Students will discuss butterfli...