Unpacking Educational Equity in Computer Science: Exploring Computational Thinking Professional Development Modules for Preservice Teachers and Educators

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Critical Perspectives in Digital Spaces for 21st-Century Learning (Table 3)

Abstract

Computer science (CS) and computational thinking (CT) are now recognized as basic skills that every PreK-12 student needs to master. Yet, CT/CS in PK-8 teacher education programs remains non-existent. Students of color remain widely underserved in this area, which presents an equity issue. The current study thus aims to address such a gap through the examination of preservice teachers’ beliefs, experiences, and preferred ways of learning related to CT/CS education. This study presents the findings from a multi-year, micro-credential module design study. Our findings examine the use of eight (8) computational thinking modules with preservice teachers and examine their beliefs and experiences from three measured areas: utility of the CT/CS module, students’ self-efficacy and confidence, and students’ problem-solving skills.

Authors

• Marcia J. Watson-Vandiver, Towson University

• Mahnaz Moallem, Towson University

• Hoda Harati, Towson University

• Qing Li, Towson University

• Rachel Hammer Billman, Towson University

• Lea Ann Christenson, Towson University

• Melike Kara, Towson University

• Ashley G. Lucas, Towson University

• Xiaoming Liu, Towson University