Transforming Assessment in Online Learning: Preparing Teachers to Integrate Computational Thinking in Elementary Classrooms

• In Event: Teachers Use, Learning, and Identity of Technology

Abstract

With the increasing emphasis on infusing computational thinking (CT) in K-12 education, it is essential to transform teachers' technological content pedagogical knowledge (TPACK) for digital innovation. In a graduate online CT course for elementary teachers, the Authentic Integrated Online Assessment model (Authors, in press) informed the design of a digital interactive notebook (dINB) as a performance-based assessment. Qualitative analysis of course artifacts revealed the power of the dINB to prompt feedback, revision, and self-reflection. The iterative nature of the dINB deepened CT understandings, normalized incomplete thinking as productive, and enhanced online teacher-instructor communication about content and pedagogy. Findings indicate that this integrated approach to online assessment empowers teachers to see themselves as computational thinkers and to innovate their assessment practices.

Authors

• Terrie M. Galanti, University of North Florida

• Courtney Baker, George Mason University