Exploring the Messy Middle: Longitudinal Case Studies of Teacher Learning About Computational Thinking Infusion

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Computers and Learning (Table 37)

Abstract

This longitudinal study provides a detailed analysis of how three teachers came to understand computational thinking and how they gradually adopted these practices in their classrooms. It is an example of how teachers began to construct new educational possibilities by imagining a future classroom with the type of thinking skills all students should have access to. Using a constructivist framing of TPACK, qualitative case study methods were used to analyze teacher surveys, interviews, reflections, pedagogical artifacts, and CT infusion projects. After examining the three cases and providing a cross-case comparison, we discuss the implications for teacher PD on CT and the need for more work on teacher learning.

Authors

• Robin Jocius, University of Kentucky

• Deepti Joshi, The Citadel

• Melanie Blanton, Texas Tech University

• Jennifer Albert, The Citadel