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K-12 Educators’ Perspectives on Coding: Moving from “I can't” to “I do”
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, Idaho State University, United States ; , , University of West Alabama, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The presentation explores K-12 educators’ perspectives regarding coding as an instructional tool. Preliminary findings of a larger exploratory study, using quantitative and qualitative measures, will be shared. Research examines whether and to what extent K-12 educators are willing to embrace coding as a teaching and learning strategy are presented. Findings suggest willingness among a majority of educators queried, based on their experience of engaging in and reflecting on their coding during a master’s level technology integration course. However, not all educators embraced coding or expressed a willingness to engage in coding as an instructional practice. As such, issues surrounding teacher reluctance and willingness to embrace coding will be discussed. Working solutions will be shared.

Citation

Ray, B., Rogers, R.R.H. & Hocutt, M. (2017). K-12 Educators’ Perspectives on Coding: Moving from “I can't” to “I do”. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2791-2795). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 20, 2020 from .

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