Teachers’ Perception Changes of Computational Thinking and Visual Programming in a Graduate Course: a Multiple Case Study.

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 4
  In Roundtable Session: Examining Teachers' Perceptions to Reimagine Education (Table 13)

Abstract

Visual programming (VP) is an intuitive and accessible format for integrating computational thinking (CT) into schools. However, non-computing teachers generally need additional training to integrate CT into their classes successfully. This multiple case study focused on the changes in teachers' perceptions of VP and CT after taking a master-level course based on observations, interviews, and artifacts in the course. The preliminary analysis revealed three themes: motivations and barriers to integration of VP, teachers’ gains after a semester-long course designed by the 3-C model, and changes in teachers’ perceptions about CT and VP. These three themes emphasize the need for well-developed PD for teachers to integrate CT and VP into their classroom and the way to create effective PDs.

Authors

• Youjung Jung, Northern Illinois University

• Ying Xie, Northern Illinois University