You are here:

Enablers and Inhibitors to Integrating Computing and Engineering Lessons in Elementary Education
article

, , Brigham Young University, United States ; , Purdue University, United States ; , BootUp, United States

Journal of Technology and Teacher Education Volume 26, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Increasingly, elementary teachers are being asked to teach the missing elements of a STEM education—computing and engineering. Over the course of a year, we worked with an entire elementary school (K-6) to implement computing and engineering lessons. Through persistent observation, field notes, and interviews, teachers revealed both enablers and inhibitors to successful classroom implementation. These fell into two categories—externally provided and internally cultivated enablers and inhibitors. We provide evidence for these claims and discuss how internally cultivated enablers and inhibitors can lead to or impeded the successful implementation of computing and engineering lessons in elementary education.

Citation

Rich, P., Belikov, O., Yoshikawa, E. & Perkins, M. (2018). Enablers and Inhibitors to Integrating Computing and Engineering Lessons in Elementary Education. Journal of Technology and Teacher Education, 26(3), 437-469. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 5, 2020 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.