Enablers and Inhibitors to Integrating Computing and Engineering Lessons in Elementary Education
Peter Rich, Olga Belikov, Brigham Young University, United States ; Emily Yoshikawa, Purdue University, United States ; McKay Perkins, 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
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.
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.
© 2018 Society for Information Technology & Teacher Education
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Emily Baumgartner & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 26, No. 4 (2018) pp. 509–517
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