Redesigning Educational Technology Coursework for Preservice Teachers: A Focus on Computational Thinking

• In Event: Teacher Preparation for Computing: A State of Affairs

Abstract

Objective. We present the re-design and impact of an educational technology course for pre-service teachers specific to incorporating computational thinking (CT) in K-8 settings. We pay particular attention to programming, an aspect of CT that is challenging for pre-service teachers (Mouza et al., in press). Relatedly, we explore two research questions:
1. How does participation in a CT-infused educational technology course influence pre-service teachers' knowledge, skills, and attitude towards the integration of CT in teaching?
2. In what ways do pre-service teachers consider the application of programming in their future classrooms?

Theoretical framework. CT is a problem-solving process that utilizes: problem decomposition, algorithmic thinking, abstraction, data collection and analysis, and programming (Barr & Stephenson, 2011). Although a number of efforts have focused on embedding CT in secondary classrooms through stand-alone computer science courses, at the K-8 level CT is not intended to be another course (CSTA & ISTE, 2011). Rather, CT is an interdisciplinary initiative that can support existing standards. Therefore, all teachers should be responsible for introducing and reinforcing CT skills, recognizing CT skills already embedded in their teaching, and using CT-related computing tools to describe problems and solutions (CSTA & ISTE, 2011).

Methods. Both quantitative and qualitative data were collected from sixty-five (N=65) undergraduate pre-service teachers enrolled in the course (see Table 1). Quantitative data were collected through a pre-and post-survey utilizing 25 Likert-type items focusing on definition of CT, comfort, interest, use in the classroom, career/future use, and knowledge and beliefs (Yadav et al., 2014). The instrument has been found valid and reliable with alpha levels exceeding 0.70. Qualitative data were collected through lesson plans focusing on ways of incorporating programming into K-8 curricula. Lesson design was guided by a series or prompts focusing on both planning and reflection.

Results. Scores on each of the scales associated with each CT construct and the instrument as a whole were computed for each participant at the beginning/end of the course. To test for the significance of the gain score, a repeated measures t-test was conducted on each of the scales (see Table 2). Results indicated significant gains (p < 0.05) on the instrument as a whole but not on all scales. Overall, positive results were only noted for definition, use in the classroom, and knowledge/beliefs.

Examination of participants’ lesson plans revealed a variety of ideas on integrating programming with specific content and pedagogical strategies including interactive mapping of the water cycle in science and the development of a calculator to perform mathematical operations in math. Participants’ lessons, however, rarely involved students as creators of computing. Further, some participants rejected the idea of using programming due to time constraints and the technological complexity of programming environments.

Significance. To become well-educated citizens students must develop a deeper understanding of computing (Wilson, Sudol, Stephenson, & Stehlik, 2010). Therefore, we must help future teachers integrate CT and CT-related tools in their future classrooms. Understanding how to design coursework that fulfills this goal is essential for pre-service teacher learning.

Authors

• Chrystalla Mouza, University of Illinois at Urbana-Champaign

• Hui Yang, University of Delaware

• Yi-Cheng Pan, University of Delaware

• Soumita Basu, University of Delaware