Integrating Computational Thinking across Elementary Subjects

• In Event: AERA Poster Session Saturday 7:45 am
  In Poster Session: Justice, Ethics, and Innovation in Teacher Education: Feedback Loops, Computational Thinking, and Comparative Perspectives

Abstract

Current pre-service teachers’ training in integrating computational thinking (CT) into K-12 subject content is still in its infancy, primarily focusing on the technology and CT knowledge and neglect of other crucial components such as how to incorporate pedagogy and context in real classroom instruction. This study examined pre-service teachers’ integrated CT classes. We used the mixed-method approach called concurrent triangulation design and examined the impact of immediate context, technology, pedagogy, and content dependency on students’ CT and subject learning. Results showed that content dependency was the most important factor. However, it was synergistic work of all examined factors that determined students’ CT and subject knowledge changes.

Authors

• Shenghua Zha, University of South Alabama

• Lauren Brannan, Alabama State Department of Education

• Na Gong, University of South Alabama

• Sanju Gharti Chhetri G C, University of South Alabama

• Kelly O. Byrd, University of South Alabama

• Drew Gossen, University of South Alabama

• Todd Johnson, University of South Alabama

• Jennifer Simpson, University of South Alabama

• Karen Morrison, University of South Alabama