“Let’s do it!” That was Alexis Johnson’s response, when I saw professional learning opportunities focus on computational thinking. A first-grade teacher with no formal CS background, she jumped at the opportunity to explore how computer science principles could enhance early literacy teaching, and in the process changed classrooms.
Johnson is one of the Utah educators who discover that computer science is not just about coding, helping students think critically, solve problems and understand the world around them. From first-grade classrooms to high school computer labs, teachers across the state are confident in teaching CS and find meaningful ways to link it to everyday education.
There is a growing demand for CS skills
Computing and Technology Shape communication, work and learning methods. Connect with your loved ones through social media, order groceries online, and generate lesson plans with digital tools. However, the seamless capabilities of these tasks rely on a skilled computer science workforce.
National High Quality CS Education Program Fair access It is lagging behind demand. In Utah The booming high-tech sectorThis gap is particularly noticeable. Improve the need for CS skills It emphasizes the important importance of equipping K-12 students with core competencies such as critical thinking and problem solving.
Educators recognize the need to develop these skills. Still, the central challenge remains. How is this shift sustainable, relevant and most importantly what can be achieved by both teachers and students within the current educational environment?
Statewide Promotion of Computer Science
Stakeholder partnerships have been developed to address these challenges and ensure students are well prepared for both local and global economies Utah’s Master Plan for Computer Science Education 2019. At the heart of the plan was a bold goal. Provides access to computer science education for all students.
To advance that goal Utah Community Foundation (CFU) is Silicon Slope Computer Science Fundfocusing on delivering meaningful K-12 computer science outcomes to teachers and learners across the state. In spring 2024, CFU partnered ISTE+ASCD To launch Transform CS, it is a professional learning initiative designed to enhance computer science education by equipping teachers with the tools they need.
This program provided multiple learning pathways including ISTE Certificationan AI Exploration Course And a Computational Thinking Course Use small routes. Flexible options allowed teachers to build skills based on their own criteria and quickly apply what they learned in the classroom.
To understand the impact of this work, Edsurge spoke with four educators who have deepened their understanding of computational thinking, a problem-solving process rooted in computer science principles, and integrated it into educational practices.
Empower educators through calculation thinking
These teachers were collaborated with the growth of professionals and their desire to meet the evolving needs of students. The appeal was clear to Stacey King, a teacher in quadratic mathematics and computer science. “I love PD and am always looking for ways to help me get better.”
Traci Rindlisbach, an elementary school computer science specialist, shared, “I was hired as a STEM specialist and then moved to a computer science specialist very quickly.” Her colleague, Digital Learning Specialist Kelly Cannon, added, “It was my first year in the role of a digital specialist and I wanted to expand my knowledge.”
For Johnson, it was the love of learning that motivated her. “I just want to know everything and when I saw all of these options as STEM-related, I thought, ‘Let’s do it!’ ”
For each of them, the Computational Thinking Course provided practical strategies and new perspectives. “We learned a lot, and we got a lot from those courses for our program,” Cannon recalls. The six modules of the course began with essential questions – What is calculation thinking? Where does it happen? Why is it important? – Helps teachers see how they weave CS concepts into daily instruction.
Computer Science is relevant and relevant
A key point for these educators was the power of language. By introducing terms such as “algorithms,” we helped students connect computer science to familiar routines. In the Jordan School District, teachers will ask, “What is the algorithm for tying shoes? To line up in class?” In Canyons School District, first-year students applied algorithmic thinking to phonics, whispering, “It doesn’t have an E, so it’s a short vowel.” These moments made calculation thinking visible and accessible to the youngest learners.
King discovered that the course encouraged her to rethink her approach to an asynchronous CS course. She experimented with new ways to encourage patience and involvement, saying “it takes a long time, but it’s worth it.” This experience provided her with strategies to promote problem-solving skills and resilience in students.
Expand the scope of your calculation thinking
All four educators emphasized that computational thinking is not limited to computer science classes. Rindlisbach and Cannon explained the lessons they used Dollar Street websitestudents analyzed the global dataset, identified patterns, and made meaningful comparisons. This activity introduced data analytics, building critical thinking and global awareness.
In Johnson’s first-year classroom, students organized vocabulary words and engaged in practical pattern recognition. “It was really eye-opening to see how my kids think… I’ve never seen my kids get hooked on phonics while they sort the words.”
Cannon described an innovative coding activity for first-year students who pretended to be a robot and moved plastic cups from one place to another. They then proceeded to write code that directed how to use cups to build a particular tower. A key moment for Cannon was to observe students naturally using terms such as “loop” and “variables.” This indicates an increased understanding of coding concepts through active and hands-on learning.
Shift your mindset and maintain growth
The most important transformation was thinking. These educators moved from viewing computer science as another specialized subject to recognize it as an integral part of everyday education.
Johnson described her journey from “I don’t know anything about this” to “I’m excited about everything the students can do!” King repeated this, saying that as a computer science teacher he “just clicked” everything for her, examining her teaching approach and urged her to improve her methods.
For Rindlisbach, this experience highlighted the value of iteration – trial, refinement, improvement. “Item, iteration, iteration!” she emphasized, reflecting the growth process she, her colleagues and students had experienced.
All teachers expressed a strong commitment to continuous learning and professional growth. King said he plans to “learn more as he evolves.” With the rapid advances in AI and technology, they recognize the need to continue to adapt. King added, “We need to teach different ways in the way AI is changing education.” Their experience highlights how professional learning can meet the evolving teaching needs of education and Prepare students for future success.
ISTE+ASCD is recruiting educators to participate in the Fall 2025 Transform Computer Science program cohort. District and school construction leaders can nominate a cohort of educators to participate in one of three specialized learning opportunities. Check out our cohort nomination form for more information here.
