New Content for New Times: Pre-Service Teachers’ Exploration of Computer Programming in Educational Technology Coursework
Chrystalla Mouza, Soumita Basu, Hui Yang, Yi-Cheng Pan, University of Delaware, United States
Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study investigates the development of computational thinking skills and knowledge in pre-service teachers after they were exposed to an educational technology course that incorporated engagement with visual-based programming. Quantitative data were collected through pre-post surveys on pre-service teachers attitudes and understanding of computational thinking. Qualitative data were collected through course artifacts such as pre-service teachers' reflections and lesson plans. Results revealed that the majority of the participants successfully integrated programming into suitable content areas. Yet, they struggled to indicate supported computational thinking concepts and practices in their proposed lesson plans. This research has implications for designing educational technology courses that focus on computational thinking skills among pre-service teachers for the purpose of enhancing critical thinking and problem-solving skills in future K-8 learners.
Mouza, C., Basu, S., Yang, H. & Pan, Y.C. (2018). New Content for New Times: Pre-Service Teachers’ Exploration of Computer Programming in Educational Technology Coursework. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1635-1642). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)
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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 Vol. 26, No. 3 (July 2018) pp. 333–352
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