Promoting Equity Through Computational Thinking: A New Teaching and Learning Professional Development Model for Education Faculty

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Critical Interrogations of Equity and Racial Justice in K–12 and Higher Education (Table 9)

Abstract

The onset of virtual learning during the COVID-19 pandemic raised legitimate concerns on digital literacy and equitable technology access. Today, computer science [CS] and computational thinking [CT] are now recognized as basic learning skills like reading, writing, and mathematics. Research posits that these subjects should be introduced in earlier grades and embedded throughout schooling experiences, yet there lacks a widespread effort to reform national curricula or pre-service teacher education practices. There is an exigent need to address these systemic barriers. This study presents the findings from a multi-year, microcredential module design study. Our findings use of eight (8) computational thinking modules with preservice teachers to examine their beliefs, experiences, and preferred ways of learning CT/CS education to promote greater equity.

Authors

• Marcia J. Watson-Vandiver, Towson University

• Mahnaz Moallem, Towson University

• Hoda Harati, Towson University

• Lea Ann Christenson, Towson University

• Qing Li, Towson University

• Rachel Hammer Billman, Towson University

• Melike Kara, Towson University

• Dastyni C. Loksa, Towson University