Teacher Competencies for Computational Thinking Integration Into K–12 Curriculum: A Systematic Review

• In Event: Teaching and Learning: Computational Thinking

Abstract

Previous research has shown that integration of computational thinking into K-12 curriculum has enhanced students’ disciplinary knowledge, problem-solving skills, and critical thinking skills (e.g., Yadav, Gretter, & Good, 2017). Accordingly, this systematic review aimed at digging deeper into the competencies needed for teachers for delivering quality computational thinking learning experiences. The results revealed four main competencies: foundations of computational thinking, planning computational thinking integration, facilitating computational thinking integration, and professional foundations for computational thinking integration. The results of this review also provide rich insights into how to train teachers to integrate CT into their classrooms and provide direction for future research both in terms of research design and factors to be included when evaluating teacher competencies for computational thinking integration.

Authors

• Secil Caskurlu, Florida State University

• Kyle Dunbar, Michigan State University

• Aman Yadav, Michigan State University

• Rafi Santo, Telos Learning

• Carlos Leon, Mouse