Knowledge Diffusion and Computational Thinking: The Challenge of Introducing New Fields Into K–12 STEM Education

• In Event: From Barriers to Innovation: Computational Thinking, Deep Learning, and Student Voice Within Innovative Contexts

Abstract

K-12 educational reforms continually cycle through new Science, Technology, Engineering, and Mathematics (STEM) fields with some becoming mainstays (e.g. Physics) and others being abandoned (e.g. New Math). Computational thinking (CT) is the most recent body of knowledge to be a contender. However, the schools lack an understanding of how to best incorporate these new bodies of knowledge, and even the development and dissemination of new CT standards does not help. This research study uses phenomenological methodology to explore leaders’ experiences with the adoption of computational thinking within their respective organizations. This in-depth understanding of these experiences illuminates the challenges and potential opportunities that occur when defusing new bodies of knowledge into existing school curricula.

Authors

• Steven Azeka, Teachers College, Columbia University

• Ellen B. Meier, Teachers College, Columbia University