The Why, Who, and How of Teaching K–12 Computing? Examining Teacher Perspectives on Computational Thinking in K–12 Classrooms

• In Event: Invigorating STEM Teaching Practices Across Contexts

Abstract

This paper examines K-12 teacher perspectives on the promise and challenges of computer science (CS) and computational thinking (CT) education across three states and three school districts—one rural, one suburban, and one urban. Through a series of teacher survey and focus groups, this exploratory research presents the perspectives of K-12 teachers across three distinct vantage points: First, to what degree do these teachers see a clear value as to why CS and CT matter to their students’ learning? Second (if the pathway is deemed valuable) who, in their estimates, are the crucial players to help develop a coherent CS/ CT K-12 pathway and what is their capacity? Third, how can such a prospective pathway be practically implemented?

Authors

• Quinn Burke, Digital Promise

• Jeremy Roschelle, Digital Promise Global

• Cinamon Sunrise Bailey, Clemson University

• Colin Angevine, Digital Promise

• Josh Weisgrau, Digital Promise

• Kelly Mills, Digital Promise Global