Behavioral Innovations in Computer Science and Computational Thinking in P-16 Education

2021 ◽  
pp. 165-184
Author(s):  
Richard Oluwadolapo Awoyemi ◽  
Robert Akinade Awoyemi
Keyword(s):  
Computer Science ◽  
Computational Thinking ◽  
Technological Pedagogical Content Knowledge ◽  
Substantial Effect ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Computer Mediated ◽  
New Ideas ◽  
P 16 ◽  
And Gender

This chapter is based on the behavioral innovations of students and teachers in P-16 education with regards to computer science (CS) and computational thinking (CT). Beyond racial and gender bias, the behavior of students and teachers towards new ideas has been noted to have a substantial effect on accessing of CS and CT. When students and teachers are presented with new ideas, a series of complex mental processes are always carried out in order to reinforce their acceptance or disregard of such ideas. With deep insights into concepts such as technological pedagogical content knowledge framework (TPACK), computer-mediated classroom, computer-oriented teachers, and computer-oriented students, this chapter will further anticipate the equity of computer science in P-16 education.

Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education

2014 ◽  
pp. 286-301 ◽  
Author(s):  
Berhanu Abera
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
English Language ◽  
Technological Pedagogical Content Knowledge ◽  
Language Teachers ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Pedagogical Content ◽  
Knowledge Framework

Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for instructional technology-enhanced education. This chapter addresses the existing literature on technological pedagogical content knowledge framework and of teacher education in Ethiopia in general and English language teacher education in particular. Data were collected through a structured questionnaire, interviews, classroom observations, and documents. The results revealed that the existing literature failed to demonstrate the application of TPACK in English language teacher education in the country. The technological pedagogical content knowledge of classroom English language teachers was also found to be low. Classroom teachers applied their pedagogical content knowledge while teaching English language through televised instruction like the conventional instruction. They were seldom observed applying their technological pedagogical content knowledge. Finally, based on the results and the conceptual framework of TPACK, implications for the Ethiopian secondary school teacher preparation programs are outlined and further studies are suggested.

Innovative Practices in Primary and Secondary School Learning Environments

2021 ◽  
pp. 60-78
Author(s):  
Damian Maher
Keyword(s):  
Pedagogical Content Knowledge ◽  
Learning Environments ◽  
Technological Pedagogical Content Knowledge ◽  
Learning Spaces ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Innovative Learning ◽  
School Learning ◽  
Innovative Learning Environments

There have been numerous changes to the design of learning spaces, inviting educators to innovate the way they teach. This chapter focuses on innovation and how this is shaping practices in primary and secondary schools with a focus on learning environments. The chapter begins with an examination of the notion of innovation exploring the role of leaders and technology-driven education. The focus of the chapter then shifts to frameworks that are used to guide teachers' knowledge looking at the technological pedagogical content knowledge (TPACK) framework and the technology, pedagogy, content, and spaces (TPeCS) knowledge framework. The focus then moves to explore innovative learning environments and the innovative practices occurring in them with a consideration of pedagogy and flexibility. This is then followed by recommendations for further research.

Pre-Service Teacher Preparation to Integrate Computational Thinking

2022 ◽  
pp. 408-426
Author(s):  
Lesley S. J. Farmer ◽  
Shuhua An
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
Computer Science ◽  
Current Practice ◽  
Computational Thinking ◽  
Teaching Profession ◽  
Elective Course ◽  
P 16 ◽  
Big Push ◽  
Pre Service Teacher

United States education has experienced a big push for students to learn coding as part of computer science and more explicitly address computational thinking (CT). However, CT remains a challenging subject for many students, including pre-service teachers. CT, which overlaps mathematics and computer science, tends to be offered as an elective course, at best, in P-16 education. Pre-service teaching profession students usually do not have foundational knowledge to guide them in integrating computational thinking into the curriculum that they will eventually teach as instructors themselves. This chapter explains computational thinking in light of K-8 education, discusses issues and needs in integrating CT into K-8 curriculum, identifies relevant theories and models for teaching CT, describes current practice for integrating computational thinking into K-8 curriculum, and discusses pre-service teachers' preparation that can lead to their successful incorporation of CT into the curriculum.

scholarly journals Coğrafya Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi İle İlgili Yeterliliklerinin İncelenmesi / Examining the Skills of Geography Teachers’ Technological Pedagogical Content Knowledge

2017 ◽  
Vol 6 (2) ◽  
pp. 485 ◽  
Author(s):  
Esengül Doğru ◽  
Fatih Aydın
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
City Centre ◽  
Pedagogical Content ◽  
Related Literature ◽  
Kolmogorov Smirnov ◽  
Level Of Knowledge ◽  
And Gender

<p><strong>Abstract</strong></p><p>The main purpose of this research was to determine the competencies of technological pedagogical content knowledge (TPCK) of geography teachers and to examine whether these competencies differed significantly according to various variables. The study included a total of a total of 42 geography teachers employed in Karabuk city centre and its districts in 20015-2015 education year. The data of the study was gathered though Technological Pedagogical Content Knowledge (TPCK) developed by Pamuk, Ergun, Çakır, Yılmaz ve Ayas (2012). Frequency and percentage values along with Kolmogorov-Smirnov (K-S) test, Mann Whitney U test and Kruskal Wallis H test were used to analyse the data of the current study. The results of the study revealed that the technological pedagogical content knowledge of geography teachers was not enough. Results also demonstrated the level of geography teachers’ technological pedagogical content knowledge did not differ significantly according to their skills and knowledge at using technology, seniority, education level and gender. Content Knowledge is one of the subscales of TPCK that geography teachers had the highest level of knowledge. Furthermore, the level of technological content knowledge of geography teachers was higher than that of technological pedagogical knowledge. The results of the study were discussed in line with the related literature and some suggestions were made. </p><p><strong>Öz</strong></p><p>Bu araştırmanın temel amacı, Coğrafya öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi (TPAB) yeterliliklerinin tespit edilmesi ve bu yeterliliklerin çeşitli değişkenlere göre farklılık gösterip göstermediğinin incelenmesidir. Çalışmaya, 2015-2016 eğitim öğretim yılında Karabük il merkezi ve ilçelerinde görev yapmakta olan toplam 42 Coğrafya öğretmeni katılmıştır. Veri toplama aracı olarak, araştırmanın nicel kısmı için ölçme aracı olarak Pamuk, Ergun, Çakır, Yılmaz ve Ayas (2012) tarafından geliştirilen, Teknolojik Pedagojik Alan Bilgisi (TPAB) ölçeği kullanılmıştır. Verilerin analizinde yüzde ve frekans değerleri, Kolmogorov-Smirnov (K-S) testi, Mann Whitney U testi, Kruskal Wallis H testi kullanılmıştır. Araştırma sonuçları, Coğrafya öğretmenlerinin Teknoloji Bilgilerinin (TB) yeterli olmadığını göstermektedir. Coğrafya öğretmenlerinin Pedagojik Bilgileri (PB), teknolojiyi kullanmadaki bilgi ve becerilerine, meslekteki hizmet yıllarına, eğitim durumlarına ve cinsiyetlerine göre farklılaşmadığı sonucuna ulaşılmıştır. TPAB’nin alt boyutlarından olan Alan Bilgisi (AB), öğretmenlerin en yüksek seviyede bilgi sahibi oldukları boyuttur. Ayrıca öğretmenlerin, Teknolojik Alan Bilgisi (TAB) düzeylerinin Teknolojik Pedagojik Bilgi (TPB) düzeylerine göre yüksek çıktığı görülmüştür. Araştırma sonuçları ilgili alan yazınla ilişkili bir biçimde tartışılmış ve bazı öneriler sunulmuştur.</p>

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. 

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