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The Perceptions of K-12 Teachers Learning Computer Programming and the Relevance to their Careers
PROCEEDINGS

, Columbia University, Teachers College, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

There is little research on teaching computer programming to K-12 teachers. A group of K-12 teachers enrolled in a computer programming course as part of their masters program in Computing and Education at Teachers College, Columbia University are studied. The results from this study provide insight on the initial perceptions students have of computer programmers, learning computer programming, the significance of the programming course in the masters program and its relevancy to their careers.

Citation

Sosulski, K. (2005). The Perceptions of K-12 Teachers Learning Computer Programming and the Relevance to their Careers. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 3373-3375). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 24, 2020 from .

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