A Mixed-Methods Investigation on Preservice Teachers' Understanding and Dispositions Toward Computational Thinking in K–8 Classrooms

• In Event: Computational Thinking and Computational Modeling in Higher Education and K–8 Contexts

Abstract

Computational Thinking (CT) is a fundamental analytical skill needed for everyone to engage and thrive in the digital world. To integrate CT in school curricula, pre-service teachers must develop a sound understanding of CT concepts, computing tools, and practices. This work addresses a strategic starting point to prepare future teachers with the knowledge and skills needed to integrate CT in K-8 through a redesigned educational technology course. Grounded on convergent mixed-methods study design, this work collected and analyzed quantitative and qualitative data from 135 pre-service teachers in three consecutive semesters. Findings of the study have implications for the design of course experiences aimed at prepare pre-service teachers to implement CT practices into authentic classrooms.

Authors

• Hui Yang, University of Delaware

• Chrystalla Mouza, University of Delaware