Using Online Simulations to Uncover Preservice Teachers' Perceived Level of Responsibility Regarding Computer Science Integration

• In Event: Critical Perspectives on Using Simulations to Broaden Participation in Computer Science Through K–12 Teacher Education

Abstract

Objectives: As of 2019, 34 states have adopted K-12 standards for CS education, and five additional states are in the process (Code.org & CSTA, 2019). Consequently, the integration of CS into existing curricula has become a new responsibility for teachers in many U.S. states. Towards this end, this study addresses the following research question: How do pre-service teachers rationalize their perceived level of responsibility with respect to the integration of CS within K-12 education?

Theoretical Framework: Pre-service teachers face a number of challenges in their efforts to support CS initiatives including knowledge, beliefs, and efficacy barriers (Ertmer et al., 2006). Specifically, teacher knowledge impacts practice and could be a barrier in pre-service teacher efforts to integrate CS into K-12 curricula. Similarly, beliefs towards the role of CS and perceptions of self-efficacy can significantly affect pre-service teacher willingness to engage with CS integration (Ertmer & Ottenbreit-Leftwich, 2010; Holden & Rada, 2011). To help pre-service teachers build knowledge and self-efficacy in computing, we need to understand the way in which they conceptualize their role in relation to CS.

Methods and Data Sources: In Spring 2020, 27 pre-service teachers enrolled in a semester-long educational technology course participated in Teacher Moments simulation called “CS Is Not My Job.” The simulation begins by asking participants to imagine themselves situated in a school context (Figure 1). Subsequently, it asks them to “Anticipate” what may happen, “Enact” simulated interactions (Table 1), and “Reflect” on their experience. All participants were females in their sophomore year, enrolled in a 4-year elementary teacher education program. They completed the simulation during the first day of the class.

Data Collection & Analysis: We analyzed pre-service teacher responses to the simulated scenarios, focusing on their perceived responsibilities in relation to CS integration. All responses were recorded and - if made verbally - transcribed for analysis. We coded the data using an inductive coding scheme influenced by Elder (2019). We determined inter-rater reliability using Cohen’s Kappa (κ = 0.85), which is considered strong (McHugh, 2012).

Results: Analysis of 114 responses demonstrated that pre-service exhibited five distinct rationales around CS integration: (a) Capitalizing on the pervasive nature of technology (n = 22); (b) Building their own CS content knowledge (n = 36); (c) Building their own CS self-efficacy (n = 38); and (d) Supporting student learning (n = 60) (Table 2). Although all responses fell into at least one of these categories, there was often an overlap of two or more categories. Additionally, two responses indicated that CS should not be part of teachers’ jobs, while 11 responses confused CS with generic use of technology.

Scientific significance: Research suggests that teachers’ knowledge and beliefs significantly impact changes in pedagogical practices (Ertmer et al., 2006). Data from Teacher Moments reflect pre-service teacher rationales and perceived level of responsibility with respect to CS integration in K-12 education. As such, they offer substantial guidance into the development of teacher education programs that help prospective teachers address emotional and belief-based barriers to the teaching of CS.

Authors

• Scott Sheridan, University of Delaware

• Bataul Alkhateeb, University of Delaware

• Chrystalla Mouza, University of Delaware