Elementary Coding: The Iterative, Empirical Design of a 1-Credit Course for Preservice Teachers

• In Event: D&D- Elementary Coding: The Iterative, Empirical Design of a 1-Credit Course for Preservice Teachers

Short Description

Teaching coding is increasingly important in formative education, necessitating the development of coding courses for preservice teachers. The responsibility to prepare K-8 teachers to teach coding often falls to educational technologists. In this proposal, we discuss the iterative design of a 1-credit course to prepare elementary preservice teachers to teach coding and computational thinking. We discuss design decisions based initially on learning theory and adapted over 8 semesters through evidence of student learning.

Authors

• Presenter: Peter Jacob Rich, Brigham Young University

• Contributor: Meagan Nielsen, Brigham Young University

• Contributor: Kenzie Dinsmoor, Brigham Young University

• Contributor: Connor Reynolds, Brigham Young University