Preservice Elementary Teachers' Beliefs on Integrating Computational Thinking in Different Content Areas

• In Event: Fairmont Roundtable Session Nine
  In Roundtable Session: Supporting Preservice Teachers (Table 11)

Abstract

Elementary preservice teachers must be ready to integrate computational thinking (CT) in their future classrooms, and teacher preparation programs must provide the instruction to facilitate it. Thus, it is critical to study how different instructional approaches support preservice teachers' in teaching CT. This study investigated the impacts of a CT module in a technology integration course in an elementary teacher preparation program. Data included surveys to measure preservice teachers' beliefs about CT before and after the module. Findings revealed the module increased preservice teachers' CT self-efficacy and teaching efficacy. Results also indicated that to feel confident in integrating CT across content areas, preservice teachers need to practice implementing CT in real classrooms and directions to find instructional and technological resources.

Authors

• Andrea Ramirez-Salgado, University of Florida
  Presenting Author

• Maya Israel, University of Florida
  Presenting Author