Better computer science instruction results in more people in all professions having the technical knowledge to solve computational problems (Abelsen, Ledeen, & Lewis, 2008). An informed digitally literate citizenry may be able to be more creative with technology and make wise choices about technology for future generations. Metaliteracy, a concept proposed by Jacobsen & Mackey (2016), encourages the use of critical thinking and metacognition in the development of literacy needed to navigate digital text and sources. As technology continues to increase the scope of education, teachers need guidance, such as metaliteracy, about teaching technology, specifically how to offer effective computer science education with specific and appropriate cognitive objectives. Aligned curricula for computer science are in development, and there is a need to understand what type of instruction is most useful. Some predefined curricula from Code.org, Khan Academy, and others are taught at the elementary, middle school, high school, and college levels because of a lack of educational resources and a lack of trained teachers. Robust computer science teacher training provides teachers with clear pathways to implement research-based curriculum design, instruction, and assessment. All hands on deck!

Abelson, H., Ledeen, K., & Lewis, H. R. (2008). Blown to bits: Your life, liberty, and happiness after the digital explosion. Upper Saddle River, NJ: Addison-Wesley.

Mackey, T. P., & Jacobson, T. E. (2014). Metaliteracy: Reinventing information literacy to empower learners. American Library Association.