Infusing Computational Thinking Into Technology Preparation Curriculum for Teacher Candidates From a Funds-of-Knowledge Approach

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Leveraging Social and Cultural Capital and Community Funds of Knowledge (Table 20)

Abstract

The purpose of this qualitative case study is to design computational thinking into a series of curricula for teacher candidates through the lens of funds of knowledge in a Hispanic Serving Institution in the United States. We implemented an artifact analysis method to explore teacher candidates’ computational funds of knowledge based on reflective essays (n=137). Using five identified categories, we developed and implemented a prototype of computational thinking-infused funds-of-knowledge-featured technology preparation curriculum. Findings indicate teacher candidates experienced enjoyment and enhanced creativity. This study is significant as it advances teacher candidates' technology competencies and digital thinking in a manner that embraces cultural relevance and addresses the interdisciplinary nature of educational technology and computer science education to promote social justice.

Authors

• Yan Chen, University of Nevada - Las Vegas

• Kendall Hartley, University of Nevada - Las Vegas

• P.G. Schrader, University of Nevada - Las Vegas