Computational Thinking in Teacher Education

2020 ◽  
Author(s):  
Lisa Anne Floyd
Keyword(s):  
Teacher Education ◽  
Computational Thinking

Mobile Learning to Support Computational Thinking in Initial Teacher Education

2021 ◽  
Vol 13 (1) ◽  
pp. 49-62
Author(s):  
Cornelia Connolly ◽  
Raquel Hijón-Neira ◽  
Seán Ó Grádaigh
Keyword(s):  
Teacher Education ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Computational Thinking ◽  
Positive Influence ◽  
Subject Area ◽  
Initial Teacher Education ◽  
Quasi Experimental ◽  
The Subject

Research on the role of mobile learning in computational thinking is limited, and even more so in its use in initial teacher education. Aligned to this there is a need to consider how to introduce and expose pre-service teachers to computational thinking constructs within the context of the subject area they will teach in their future classrooms. This paper outlines a quasi-experimental study to examine the role of mobile learning in facilitating computational thinking development amongst pre-service teachers in initial teacher education. The study enquires if there are significant differences in grades achieved in computational thinking and programming learning when mobile learning is introduced. Findings showed and reaffirmed the positive influence of the mobile applications on the development of computational thinking amongst the pre-service teachers who participated.

The Design, Implementation, and Evaluation of a Graduate Course to Prepare Teachers and School Librarians to Lead K-12 Computational Thinking

2020 ◽  
pp. 243-268
Author(s):  
Kimberly C. Huett ◽  
Adriana D'Alba ◽  
Bruce Neubauer
Keyword(s):  
Teacher Education ◽  
Computational Thinking ◽  
Instructional Planning ◽  
Teacher Education Programs ◽  
School Librarians ◽  
Education Programs ◽  
Graduate Course ◽  
Underrepresented Groups ◽  
Barriers To Access ◽  
K 12

The importance of applying computational thinking—the problem-solving approach used in the domain of computer science—to solve significant problems is increasingly recognized in K-12 schools as a fundamental skill all students need to develop. The current study presents the design, implementation, and evaluation of a graduate course 20 teachers and school librarians completed in spring 2019. The purpose of the course was to expand learners' understandings of the value and nature of computational thinking, to explore barriers to access faced by students in underrepresented groups, and to reflect on how to facilitate K-12 students' understandings of computational thinking outside of dedicated computing courses. Using a model for systematic instructional planning and evaluation, this chapter reports qualitative thematic analyses of learners' performances and reflections. The chapter concludes with planned revisions for the course and implications for similar efforts within in-service teacher education programs.

Computational Thinking and Social Studies Teacher Education

2020 ◽  
pp. 1-16
Author(s):  
Thomas C. Hammond ◽  
Julie L. Oltman ◽  
Meghan M. Manfra
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Computational Thinking ◽  
Worked Examples ◽  
Thinking Skills ◽  
Instructional Planning ◽  
Planning Model ◽  
Step Model ◽  
The Social ◽  
Social Studies Teacher

Computational thinking is highly applicable to social studies education, particularly decision-focused social studies. To better fit the disciplinary needs of social studies and align with social studies standards, we adapt and group computational thinking skills into a heuristic of data, patterns, rules, and questions (DPR-Q). We then propose a four-step model for social studies teachers to follow when planning lessons that integrate computational thinking within their curricular instruction. Both the DPR-Q heuristic and the instructional planning model are explained with worked examples from social studies classrooms. Successful integration of computational thinking into decision-focused social studies can both enrich the social studies curriculum and provide a curricular home for teaching computational thinking, bearing out Wing's claim that computational thinking is ‘everywhere' and ‘for everyone.'

Fostering Future Teachers' Competence in Computational Thinking in an Educational Technology Course

2021 ◽  
pp. 257-273
Author(s):  
Kan Kan Chan
Keyword(s):  
Teacher Education ◽  
Teacher Education Program ◽  
Computational Thinking ◽  
Technological Pedagogical Content Knowledge ◽  
Thinking Skills ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content ◽  
Elective Course ◽  
Stages Of Learning

Computational thinking is considered a necessary skill in the 21st century. However, few teacher-education programs offer training for pre-service teachers to learn how to integrate computational thinking into the classroom. Pre-service teachers need to gain the knowledge and experience of computational thinking so that they are confident about designing relevant instructions in the future. The purpose of this chapter is to show how a free elective course in the teacher education program provides learning opportunities for them to develop their computational thinking skills and knowledge through the use of tangible objects. Samples of their works were analysed at different stages of learning to illustrate the technological pedagogical content knowledge of computational thinking. Overall, the study demonstrates that pre-service teachers were able to develop knowledge and attitudes towards computational thinking with their experience in the teacher education course.

scholarly journals Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK)

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Chrystalla Mouza ◽  
Hui Yang ◽  
Yi-Cheng Pan ◽  
Sule Yilmaz Ozden ◽  
Lori Pollock
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Student Outcomes ◽  
Case Reports ◽  
Computational Thinking ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Technology Course

This study presents the design of an educational technology course for pre-service teachers specific to incorporating computational thinking in K-8 classroom settings. Subsequently, it examines how participation in the course influences pre-service teachers' dispositions and knowledge of computational thinking concepts and the ways in which such knowledge can be combined with content and pedagogy to promote meaningful student outcomes. Data were collected from a self-reported survey and case reports focusing on the design, implementation, and outcomes of computational thinking related lessons in K-8 classrooms. Results indicated that the course positively influenced pre-service teachers’ knowledge of computational thinking concepts, tools, and practices. Yet, some participants demonstrated only surface understanding of computational thinking and were unable to design lessons that meaningfully integrated computational thinking concepts and tools with disciplinary content and pedagogy. Findings have implications for the design of teacher education experiences that help prepare pre-service teachers develop technological pedagogical content knowledge in relation to computational thinking concepts and practices. 

scholarly journals Scaffolding Problem Solving in Teaching and Learning The DPACE Model - A Design Thinking Approach

2020 ◽  
Vol 5 (2) ◽  
pp. 93-112
Author(s):  
Malliga K Govindasamy ◽  
Ngu Moi Kwe
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Design Thinking ◽  
Computational Thinking ◽  
Working Environment ◽  
Kuala Lumpur ◽  
Problem Solving Skills

Problem solving is a basic skill needed to function effectively in the working environment. Teachers are no exception to this professional demand. It is of utmost importance for teacher education programs to prepare pre-service teachers with this fundamental competency. The DPACE model is a preliminary effort by two teacher educators to enhance the problem-solving skills among pre-service teachers. The model was developed using the design thinking approach with reference to Vygotsky’s constructivism and grounded by questions as scaffolds to facilitate internalization of knowledge that teachers need to assist them in addressing and expanding their problem-solving boundaries. The main structure of the model consists of five domains developed with reference to computational thinking concepts. Each domain consists of open-ended questions formulated according to Bloom’s ordering of cognitive skills, taking pre-service teachers progressively toward better understanding of the problem and creating an efficient solution. This model was applied among 62 pre-service teachers enrolled in the TSLB3152 course at the Teacher Education Institute International Languages Campus, Kuala Lumpur, Malaysia. In total, 86.67% of the respondents reported that the DPACE model helped them in their problem-solving task and almost 78% of them scored an A grade in their coursework tasks facilitated using the DPACE model. Efforts are needed to further refine the questions and field test the model in other courses or situations with the hope that this ongoing teacher education effort will create a paradigm shift in the quest toward mastery of 21st century skills among pre-service teachers.

scholarly journals Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?

2021 ◽  
Author(s):  
Taciana Pontual Falcão
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Student Teachers ◽  
Higher Education Institutions ◽  
Computational Thinking ◽  
Service Development ◽  
Teacher Education Programs ◽  
Potential Contribution ◽  
Education Programs ◽  
National Policies

Integrating Computational Thinking (CT) and Computer Science (CS) concepts to childrens education is a hot topic nowadays. However, most research around this topic focuses on the students, how they learn and what they need to learn. Much less work has been done on the teachers needs to acquire and develop the necessary CT skills and knowledge to be teaching these students. Reflecting a general trend towards autonomous learning, many CT resources for educators are available, such as online courses for building capacity as well as activities and tools to be used in lessons. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among schoolteachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in-service (and mostly autonomous) development might not be sufficient. Meanwhile, faculty from teacher education undergraduate programs have been mostly unresponsive to these new demands related to CT. In fact, instructors themselves need to develop this new competence, as they are not familiar with the concept of CT or how to apply it. Very particular to the Brazilian context, CS teacher education programs (Licenciatura em Computação) could be a key to solve this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, the CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for schoolteachers from all other disciplines. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions. In our opinion, more attention must be given to developing CT in higher education institutions, including both facultys CT abilities and knowledge, and curriculum redesign.

Computational Thinking and Social Studies Teacher Education

2022 ◽  
pp. 79-93
Author(s):  
Thomas C. Hammond ◽  
Julie L. Oltman ◽  
Meghan M. Manfra
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Computational Thinking ◽  
Worked Examples ◽  
Thinking Skills ◽  
Instructional Planning ◽  
Planning Model ◽  
Step Model ◽  
The Social ◽  
Social Studies Teacher

Computational thinking is highly applicable to social studies education, particularly decision-focused social studies. To better fit the disciplinary needs of social studies and align with social studies standards, we adapt and group computational thinking skills into a heuristic of data, patterns, rules, and questions (DPR-Q). We then propose a four-step model for social studies teachers to follow when planning lessons that integrate computational thinking within their curricular instruction. Both the DPR-Q heuristic and the instructional planning model are explained with worked examples from social studies classrooms. Successful integration of computational thinking into decision-focused social studies can both enrich the social studies curriculum and provide a curricular home for teaching computational thinking, bearing out Wing's claim that computational thinking is ‘everywhere' and ‘for everyone.'

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