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A Model for Integrating Computational Thinking into an Undergraduate Preservice Teacher Education Course
PROCEEDING

, , Iowa State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Today’s computationally-rich and data-intensive world requires teachers that can navigate increasingly complex systems and information while also being able to effectively teach their students to do the same. In an effort to prepare our preservice teachers for this reality, a semester-long, three-credit course open to all education majors in partnership with the College of Engineering and with a local elementary school was developed. This course is designed to explore how learning technologies can be used to design creative and innovative hands-on experiences that promote critical thinking and problem-solving skills across STEM -related educational contexts. There are two main threads, computational thinking (CT) and design thinking, that are woven throughout the course with the intention of helping students to see that there are many parallels between CT and engineering. This Best Practice session will examine the structure and content of this class, challenges encountered, lessons learned and future plans.

Citation

Tank, K. & Culver, D. (2019). A Model for Integrating Computational Thinking into an Undergraduate Preservice Teacher Education Course. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 335-340). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2019 from .

Slides