Supporting Teachers’ Early Understanding of Computational Thinking Through Personal Storytelling (Poster 29)

• In Event: AERA Poster Session Sunday 8:00 a.m.
  In Poster Session: Computational Thinking and Learning

Abstract

Traditional professional development for integration of computational thinking (CT) in K-12 classrooms often fails to connect abstract technical terminology with teachers' personal experiences or real-world contexts, hindering effective implementation in classrooms. This paper explores an alternative approach using personal storytelling to introduce CT to teachers. We identified how storytelling fostered emotional connections and deeper reflections on CT concepts. Participants revealed how CT manifests in diverse contexts such as teaching, parenting, and outdoor activities, reshaping their perceptions and creating meaningful connections between theory and practice.

Authors

• Khusbu Dalal, University of Maryland

• Jennifer Radoff, University of Maryland

• Andrew R. Elby, University of Maryland

• Amy E. Green, University of Maryland