Examining pre-service teacher knowledge trajectories of computational thinking through a redesigned educational technology course

Hui Yang, Chrystalla Mouza, Yi Cheng Pan

Research output: Contribution to journalArticlepeer-review

Abstract

Computation Thinking (CT) is a fundamental skill of analytical thinking. To successfully infuse CT into K-8 settings, we must equip pre-service teachers with CT knowledge and skills that can be applied in their curricular context. This work presents trajectories of pre-service teacher knowledge development of CT concepts and computing tools within the context of disciplinary content and pedagogical knowledge through their participation in an educational technology course. Data were collected from a random sample of 42 pre-service teachers. Data sources included participants’ lesson plans (N=126) collected through three different time points. These materials were analyzed quantitatively and qualitatively. Preliminary results indicated that pre-service teachers gradually improved their understanding throughout their participation in the course. Findings also revealed difficulties in conceptualizing and integrating CT in conjunction with content and pedagogy, particularly during authentic vis-à-vis hypothetical lesson designs.

Original languageEnglish (US)
Pages (from-to)368-375
Number of pages8
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume1
Issue number2018-June
StatePublished - 2018
Externally publishedYes
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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