Editorial - Developing Computationally Literate Teachers: Current Perspectives and Future Directions for Teacher Preparation in Computing Education
Chrystalla Mouza, University of Delaware, United States ; Aman Yadav, Michigan State University, United States ; Anne Ottenbreit-Leftwich, Indiana University, United States
Journal of Technology and Teacher Education Volume 26, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Since Wing (2006) advanced computational thinking (CT) as a way of introducing computer science (CS) ideas to all students, CS and CT education have experienced a resurgence across K-12 settings. This renewed interest is amplified by a number of national curriculum and reform efforts. Specifically, new sets of standards emphasizing CT have been developed and are included in the Next Generation Science Standards (NGSS Lead States, 2013), the International Society for Technology in Education Standards (ISTE) for students (ISTE, 2016), and the Computer Science Teachers Association Standards (CSTA, 2017). Further, a number of research-based curricula (e.g., Computer Science Principles), supported by federal agencies, have emerged that focus on big ideas in CS. Finally, policy initiatives such as CS for All, highlighted the importance of broadening participation in computing, particularly among females, under-represented minorities, and students with disabilities.
Mouza, C., Yadav, A. & Ottenbreit-Leftwich, A. (2018). Editorial - Developing Computationally Literate Teachers: Current Perspectives and Future Directions for Teacher Preparation in Computing Education. Journal of Technology and Teacher Education, 26(3), 333-352. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2018 Society for Information Technology & Teacher Education
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Emily Baumgartner & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 26, No. 4 (2018) pp. 509–517
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