Infusing Computational Thinking in Teacher Preparation: Examining Preservice Teacher Knowledge, Attitudes, and Practice

• In Event: 68.057 - Taking Up Technology in Preservice Teacher Education: Multiple Approaches

Abstract

This study presents the design of an educational technology course for pre-service teachers that introduces computational vocabularies and practices specific to incorporating computational thinking in K-8 classroom settings. Subsequently it examines how participation in the course influences pre-service teachers' knowledge, skills, and attitude towards the integration of computational thinking in teaching. Data were collected from a self-reported survey and course artifacts. Results indicated that the course positively influenced pre-service teachers’ computation thinking knowledge, attitudes towards computing and application of computational thinking knowledge in practice. Yet, some participants demonstrated only surface understanding of computational thinking. Findings have implications for the design of teacher education experiences that help prepare pre-service teachers to teach computational thinking.

Authors

• Chrystalla Mouza, University of Illinois at Urbana-Champaign

• Lori Pollock, University of Delaware

• Yi-Cheng Pan, University of Delaware

• Şule Yılmaz Özden, Sakarya University

• Hui Yang, University of Delaware