Computational Thinking in Teacher Education: An Interdisciplinary Approach to Building Competency and Self-Efficacy

• In Event: Marriott Roundtable Session 6
  In Roundtable Session: Supporting Preservice and In-Service Teachers in Developing Technological Knowledge

Abstract

Despite nationwide promotion of engineering and programming, pre-service teachers (PSTs) remain unprepared to teach these subjects. This study describes a teacher preparation experience designed to increase PSTs’ computational thinking skills and the self-efficacy needed to teach these subjects. As part of an educational technology course and a computational methods course, PSTs and undergraduate engineering students (UESs) partnered to create lessons for fifth and sixth grade students (FSGs) in an after-school technology club. This interdisciplinary partnership introduced PSTs and FSGs to engineering, coding, and robotics, while providing the UESs with an opportunity to develop professional skills through communicating and collaborating with laymen. The approach was found to have a positive impact on PSTs’ coding knowledge and self-efficacy for coding instruction.

Authors

• Jennifer Jill Kidd, Old Dominion University

• Samuel Joel Sacks, Old Dominion University

• Krishnanand Kaipa, Old Dominion University