Exploring Elementary Teachers' Eagerness and Reluctance to Integrating Computational Thinking

• In Event: Fairmont Roundtable Session One
  In Roundtable Session: Antiracist STEM: Teaching for Justice (Table 14)

Abstract

Although the professional learning opportunities for teachers to introduce computational thinking (CT) into K-12 education are increasing, it remains challenging to support teachers in integrating CT into their everyday classroom practices. In this study, we have identified six elementary teachers who showed evident eagerness or reluctance in a CT integration professional learning experience. We further analyzed the emerging verbal and non-verbal participation patterns of eagerness and reluctance and the challenges teachers have encountered in the professional learning experience. The results shed light on how to better understand and address the challenges in creating sustainable and effective professional learning.

Authors

• Shakhnoza Kayumova, University of Massachusetts - Dartmouth
  Presenting Author

• Ali Daniyal Asif, University of Massachusetts - Dartmouth
  Presenting Author

• Eleanor Richard, University of Massachusetts - Dartmouth
  Presenting Author

• Chandra H. Orrill, Rethink Learning Labs
  Presenting Author

• Zhichun Liu, University of Hong Kong
  Presenting Author

• Zarina Gearty, University of Massachusetts - Dartmouth
  Presenting Author

• Rohini Thapa, University of Massachusetts - Dartmouth
  Presenting Author

• Nazia Tasnim, University of Massachusetts - Dartmouth
  Presenting Author

• Ramprasad Balasubramanian, University of Massachusetts - Dartmouth
  Presenting Author