Investigating pre-service teachers' computational thinking through lesson design using digital technologies

In this chapter, we describe a pedagogical approach aimed at preparing pre-service teachers to integrate (CT) into K-8 contexts. Specifically, we present a standalone educational technology course with explicit attention on connecting CT to disciplinary content and pedagogy while introducing a range of digital tools. Data were collected from 34 pre-service teachers over the period of one semester. Specifically, a total of 68 lesson plans developed by pre-service teachers through two distinct lesson planning tasks using concept mapping and programming tools were collected and analyzed using both quantitative and qualitative techniques. The analysis utilized a coding scheme that focused on identifying specific CT practices illustrated in each lesson. It also examined differences in the CT practices exhibited in each lesson planning task. Findings indicated that the CT practice of data was most prevalent in pre-service teachers' lesson plans. Outside of data, however, there was greater variation in the CT practices represented in programming lesson plans compared to the concept mapping lesson plans. Implications for teacher educators are discussed based on the findings.