Missing the Forest for the Trees: Technology Focus Hinders Teachers' Computational Thinking Implementation (Poster 49): Division K - Section 08: Teachers’ Lives, Identities, and Journeys, Stage 1, 8:48 AM

• In Event: e-Lightening Ed-Talk Session 10 - Stage 1

Abstract

In this qualitative descriptive case study, we describe the challenges a group of teachers faced when integrating computational thinking (CT) into their science lessons after attending a professional development series. Using data from focus groups, lesson observations, and emails we examine how teachers' beliefs, thoughts, and perceptions of CT influence their classroom practices. We use the TPACK framework to echo other studies as we found that teachers conflated CT with technology, leading to reluctance to implement or over-reliance on tech tools. Our findings highlight the need for teachers to leave PD experiences with a clear understanding of CT, independent of the tools that may support CT in the classroom, as misunderstandings may impede the integration of CT in elementary science.

Authors

• Francheska K. Figueroa, Arizona State University

• Ashley Coen, Hood College

• Diane Jass Ketelhut, University of Maryland

• Brian C. Nelson, Arizona State University

• Ebony Terrell Shockley, University of Maryland