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Building a Foundation for K-12 Computer Science Teacher Education Using Block-Based Coding
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, University of Georgia, United States ; , Coastal Carolina University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Following the encouraging results of the PRISM grant (Partnership for Robotics Integration using Science and Math), further investigation of teachers’ learning of computing facilitated by the integration of block-based coding and robotics was warranted. Two branches of research have stemmed from the original study focusing on teaching coding with the addition of robotics and teaching coding without the addition of robotics during teacher education. Specifically, the grant’s results of 1) increasing teachers’ interest in robotics and 2) teachers increasing their problem-solving, critical thinking, and differentiation skills are being examined in greater depth. As a result of this inquiry, two separate dissertations at large southern research institutions are in progress. The progression of these two branches of research evolving from the original grant will be presented and discussed.

Citation

Gleasman, C. & Fegely, A. (2019). Building a Foundation for K-12 Computer Science Teacher Education Using Block-Based Coding. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1835-1840). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 18, 2019 from .

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