You are here:

Society for Information Technology & Teacher Education International Conference

Apr 07, 2020

Editors

Denise Schmidt-Crawford

Search this issue

File: Cover & Ttile Pages

File: Table of Contents

Table of Contents

5
This conference has 5 award papers. Show award papers

Number of papers: 329

  1. Panel on Computational Thinking/Computer Science Education K-12 Schools – Pedagogical Strategies, Supports, and Initiatives

    Gerald Ardito, Pace University School of Education, United States

    In recent years, there has been increasing pressure/encouragement/support from a number of sources – corporate, governmental, professional organizations – for the teaching of Computer Science (CS) ... More

    p. 1

  2. Bee-Bot for Computational Thinking: An Artifact Analysis

    Parama Bhattacharya & Mathew Brown, Indiana University, Bloomington, United States

    Computational thinking (CT) offers an approach that helps to introduce students to computing principles. Integrating computational thinking into an education curriculum early on is important as it ... More

    pp. 2-7

  3. Teaching Innovation in Higher Education: A Multidisciplinary Class

    Samy El-Tawab, Nathan Sprague & Michael Stewart, James Madison University, United States

    Abstract: This paper proposes a new multidisciplinary set of classes that can help undergraduate students achieve learning objectives related to hands-on project-based skills. Employers are looking... More

    pp. 8-13

  4. Conceptualizing Computational Thinking Pedagogical Content Knowledge: An Exploratory Study

    Cassandra Gaul & Min Kyu Kim, Georgia State University, United States

    In this exploratory study, we conducted a literature review to propose a model of Computational Thinking Pedagogical Content Knowledge (CT PCK). Then, we examined how computing teachers who engage ... More

    pp. 14-23

  5. Making Computer Science Education Accessible to Rural Middle School Female Students: A Conceptual Framework

    Cory Gleasman, Tennessee Tech University, United States; Alex Fegely, Coastal Carolina University, United States; Cale Koester, Tennessee Tech University, United States

    Computer science is being rapidly infused in the K-8 U.S. education system. As an emphasis is placed on computer science education there needs to be an effort to broaden access to computer science ... More

    pp. 24-28

  6. Computational Thinking and other Emergent Practices in Student Reflections on Makerspace Activities

    Jennifer Houchins, Cansu Tatar & Kevin Oliver, North Carolina State University, United States

    Assessing learning outcomes, particularly with respect to computational thinking, within informal learning environments such as makerspaces is often difficult since clear measures of these outcomes... More

    pp. 29-37

  7. Bearscode: The Blueprint of a Robotics and Programming Summer Camp

    Haihong (Helen) Hu & Donna Wake, University of Central Arkansas, United States

    This proposal discusses a project, the Bearscode Summer Camp, in its design and development stage. The presenters would like to describe the blueprint of a Robotics and Programming Summer Camp... More

    pp. 38-40

  8. Using the Engineering Design Process to Teach Computational Thinking

    Lorraine Jacques, Louisiana Tech University, United States

    Increasingly, educators are being asked to include computational thinking (CT) in their instruction. However, many teachers are unsure of what CT is or how it should be taught. The engineering... More

    pp. 41-45

  9. Elementary teacher perspectives on a blended computational modeling and ecosystem science curriculum

    Soobin Jeon & Shari Metcalf, Harvard Graduate School of Education, United States; Amanda Dickes, Gulf of Maine Research Institute, United States; Christopher Dede, Harvard Graduate School of Education, United States

    Computational thinking and scientific modeling are essential STEM education practices in the Next Generation Science Standards (NGSS Lead States, 2013). Integrating modeling into the elementary... More

    pp. 46-55

  10. Integrating Process Oriented Guided Inquiry Learning (POGIL) into a Computer Science classroom

    Michael Jonas, University of New Hampshire at Manchester, United States

    Process Oriented Guided Inquiry Learning (POGIL) has been used in classrooms for over twenty-five years. It was initially created to teach introductory chemistry but in the last few years has... More

    pp. 56-62

  11. Middle Science Computing Integration with Preservice Teachers

    Lauren Margulieux, Georgia State University, United States; Aman Yadav, Michigan State University, United States

    We explored how preservice teachers in a middle school science methods course learned and applied computational thinking (CT) concepts and activities during a month-long intervention. In the... More

    pp. 63-72

  12. Teaching Block-based Programming: A Systematic Review of Current Approaches and Outcomes

    Hyunchang Moon, Jongpil Cheon & Jaehoon Lee, Texas Tech University, United States

    While numerous studies suggest approaches that provide effective means of teaching block-based programming, to date, no study has attempted to systematically examine the literature on teaching... More

    pp. 73-78

  13. A Qualitative Study Exploring Robots as a Potential Teaching Tool for Computational Thinking in a Sixth-Grade Classroom

    Carol Munn, New Jersey City University, United States

    This paper explores Computational Thinking (CT) through the experiences and interactions of sixth-grade students as they were engaging in a science lesson utilizing robotics. This robotics unit... More

    pp. 79-85

  14. The Effectiveness of Summer Professional Development for K-8 Computer Science Teachers

    Gwen Nugent, Ke-ting Chen & Leen-Kiat Soh, University of Nebraska-Lincoln, United States

    The growing interest in offering computer science (CS) in public schools has illuminated the need for more trained K-8 educators. This paper provides initial research evidence that carefully... More

    pp. 86-90

  15. Integrating Computational Thinking into Teacher Education through an Unplugged Robot Design Lesson

    Jillian Powers, Florida Atlantic University, United States; Mohammad Azhar, Borough of Manhattan Community College, The City University of New York, United States; Lisa Gustinelli, St. Vincent Ferrer School, United States

    This paper presents an introductory computational thinking (CT) lesson that can be implemented into teacher education curricula. The lesson is the result of a collaboration between computer science... More

    pp. 91-94

  16. Examining Pre-service Teachers’ Ability to Incorporate Computational Thinking into Lesson Plans: A Comparison of Two Digital Technologies

    Scott Sheridan, Bataul Alkhateeb & Chrystalla Mouza, University of Delaware, United States

    Although not every student will become a computer scientist, the ubiquitous nature of technology in the modern world requires all students to understand the thought processes that underpin Computer... More

    pp. 95-103

  17. An Exploration of a Mathematics Teachers Concerns Enacting Project-Based Instruction

    Tod Shockey, Charlene Czerniak, Thehazhnan Ponnaiyan, Ahmad Javaid & Jared Oluoch, University of Toledo, United States

    We present a case of one teacher’s engagement in project-based learning for algebra I students. This teacher was a member of a cohort of mathematics teachers and career technical educators who... More

    pp. 104-111

  18. Physical STEM+C: Supporting the Integration of K-12 STEM+C Concepts in Non-Traditional Subject Areas

    Debra Sprague, Risto Marttinen, Michael Eagle, Nancy Holincheck, Tareque Mehdi & Maurine Kwende, George Mason University, United States; Amy Riggio, Loudon County Public Schools, United States

    The specific and immediate goal of the Physical STEM+C project is to develop a STEM+C teaching program, which is fully online and geared toward educators in non-traditional subject areas at the... More

    pp. 112-114

  19. Utilizing Visual Coding to Develop Computational Thinking and Literacy Practices

    Meredith J. C. Swallow & Kathryn Will, University of Maine Farmington, United States

    The focus on technology integration, computational thinking, and computer science in Pk-12 classrooms creates opportunities for teacher preparation programs to reimagine current offerings to... More

    pp. 115-120

  20. The Design and Implementation of Computational Thinking Skill-transfer Assessment for Kindergarten

    Meiling Wang, Xiaohua Yu & Jiamin Cheng, East China Normal University, China

    The assessment of computational thinking(CT) is critical for K-12 education. CT skill-transfer assessment is an important method to examine learners' ability to transfer CT to different types of... More

    pp. 121-126