Computing integrated activities scored for programming concepts

Educators across disciplines are implementing lessons and activities that integrate computing concepts into their curriculum to broaden participation in computing. Out of myriad important introductory computing skills, it is unknown which—and to what extent—these concepts are included in these integrated experiences, especially when compared to concepts commonly taught in introductory computer science courses. Thus, it is unclear how integrated computing activities serve the goal of broadening participation in computing. To address this deficit, we compiled a database of 81 integrated computing activities, constructed a framework of fundamental programming concepts, and scored each activity in the database for the presence of each concept. The dataset also includes different activity features, including discipline, programming language, student age, and duration of activity. , Selection Criteria: Features and Limitations
Non-CS Disciplinary Learning Objectives
The first selection criterion for activities to include in the analysis was the inclusion of learning objectives in a discipline other than computing. No restrictions were placed on which other disciplines qualified, and we found activities from language arts, math, science, art, music, foreign language, history, social studies, and even spatial skill development for young children. One indirect benefit of requiring non-computing disciplinary learning objectives was that many included activities have substantive lesson plans. These lesson plans make the activities more accessible to teachers by including TPACK-related information, such as disciplinary learning objectives for the activity. As a result, the authors recognize the limitations of requiring non-computing learning objectives but also that it provides a level of authenticity and accessibility for the included activities.
One of the major source..., , # Computing integrated activities scored for programming concepts

[https://doi.org/10.5061/dryad.k0p2ngfgj](https://doi.org/10.5061/dryad.k0p2ngfgj)

**Associated journal article:** Margulieux, L. E., Parker, M. C., Uzun, G. C., & Cohen, J. D. (2023). Levels of computing concepts used in computing integration activities across disciplines. *Journal of Technology and Teacher Education, 31*(2), 167-202. Waynesville, NC USA: Society for Information Technology & Teacher Education. [https://www.learntechlib.org/p/221815/](https://www.learntechlib.org/p/221815/)

Please contact Lauren Margulieux, [e-mail], for additional information about this dataset.

The listed computing integrated activities were scored for which programming concepts they included. A blank cell means the activity did not include the concept, and a 1 means it did. Activities were scored binarily, either they included the concept or not. The number of times the concept is used within an activity was not ...