Journal of Technology and Teacher Education
July 2018 Volume 26, Number 3
Editors
Richard E. Ferdig
Table of Contents
Number of articles: 6
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Editorial - Developing Computationally Literate Teachers: Current Perspectives and Future Directions for Teacher Preparation in Computing Education
Chrystalla Mouza, University of Delaware, United States; Aman Yadav, Michigan State University, United States; Anne Ottenbreit-Leftwich, Indiana University, United States
Since Wing (2006) advanced computational thinking (CT) as a way of introducing computer science (CS) ideas to all students, CS and CT education have experienced a resurgence across K-12 settings.... More
pp. 333-352
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Pre-service Teachers’ Perceptions of Computational Thinking
Yu-hui Chang & Lana Peterson, University of Minnesota, United States
Computational thinking (CT) is a process and skill set that is being expected of our students after their K-12 education. The issue is that most teachers do not know how to build CT expertise... More
pp. 353-374
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Preservice Teacher Computer Science Preparation: A Case Study of an Undergraduate Computer Education Licensure Program
Gamze Ozogul, Mike Karlin & Anne Ottenbreit-Leftwich, Indiana University, United States
This study presents the design of a Computer Education Licensure (CEL) program based on a situated learning theory framework. The study captures instructors' design considerations while designing... More
pp. 375-409
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Professional Knowledge Building within an Elementary Teacher Professional Development Experience on Computational Thinking in Science Education
Emily Hestness, Diane Jass Ketelhut, J. Randy McGinnis & Jandelyn Plane, University of Maryland, United States
We investigated teacher learning within a professional development (PD) workshop series on computational thinking (CT) for elementary-level mentor teachers. The purpose of the PD was to prepare... More
pp. 411-435
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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
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... More
pp. 437-469
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School-embedded and district-wide instructional coaching in K-8 computer science: Implications for including students with disabilities
Maya Israel, University of Florida, United States; Meg. J. Ray, Cornell Tech, United States; Wendy C. Maa, Ga Kyung Jeong, Chung eun Lee & Todd Lash, University of Illinois at Urbana Champaign, United States; Virginie Do, Ecole Polytechnique, France
As school districts implement initiatives that bring computer science (CS) to academically diverse K-12 schools, they face heightened demands for supporting teachers in meeting the needs of a broad... More
pp. 471-501
