Computational Thinking Across the Content Areas: Examining Teachers' Perspectives and Practices

• In Event: Fairmont Roundtable Session One
  In Roundtable Session: Computational Curricula and Thinking (Table 15)

Abstract

Using a transformative learning framework (Mezirow, 2000), this qualitative study examines the perspectives and practices of 70 middle and high school teachers (math, science, ELA, social studies, and related arts) who attended two or more summer professional development workshops focused on computational thinking (CT) infusion. In a three-phase analytic process, researchers utilized a priori coding aligned with the transformative learning framework and constant comparative methods to analyze retrospective video reflections (n=70), surveys (n=68), and teacher-created CT-infused instructional materials (n=70). Our analysis demonstrates that CT infusion across multiple content areas is not only possible, but that the nature of disciplinary standards and curricular pacing guides in non-STEM areas may allow for more flexibility to integrate CT.

Authors

• Robin Jocius, University of Texas - Arlington
  Presenting Author

• Jennifer Albert, The Citadel
  Presenting Author

• Ian O'Byrne, College of Charleston
  Presenting Author

• Deepti Joshi, The Citadel
  Non-Presenting Author

• Melanie Blanton, Texas Tech University
  Presenting Author