Integrating Computational Thinking in Elementary Classrooms: Teacher Views After a Yearlong Implementation (Poster 34)

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Abstract

Given the increasing influence of computing on all aspects of life, it is important to support all teachers in bringing computational thinking instruction to their students. This paper explores the experiences of ten elementary school teachers who participated in a year-long project focused on integrating computational thinking into their mathematics and science instruction. Analysis of post-interviews with these teachers revealed they saw CT as a set of skills appropriate for everyone and saw its value beyond mathematics and science. Despite this perceived universal value, further analysis revealed that teachers displayed a preference for describing their use of CT in the context of mathematics rather than science.

Authors

• Eping Hung, Michigan State University

• Aman Yadav, Michigan State University

• Kathryn Rich, Michigan State University

• Ceren Ocak, Georgia Southern University