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Conceptualizing Computational Thinking Pedagogical Content Knowledge: An Exploratory Study
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, , Georgia State University, United States

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

In this exploratory study, we conducted a literature review to propose a model of Computational Thinking Pedagogical Content Knowledge (CT PCK). Then, we examined how computing teachers who engage within an online microblogging community demonstrated their pedagogical and content knowledge in computational thinking. Using epistemic network analysis, weekly conversations were analyzed to describe how participant's models differed within the framework. Results show the computational thinking pedagogical content knowledge framework may be used to identify gaps in teachers’ understanding of CT PCK and guide professional development.

Citation

Gaul, C. & Kim, M.K. (2020). Conceptualizing Computational Thinking Pedagogical Content Knowledge: An Exploratory Study. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 14-23). Online: Association for the Advancement of Computing in Education (AACE). Retrieved August 4, 2020 from .