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Utilizing Visual Coding to Develop Computational Thinking and Literacy Practices
PROCEEDING

, , University of Maine Farmington, 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

The focus on technology integration, computational thinking, and computer science in Pk-12 classrooms creates opportunities for teacher preparation programs to reimagine current offerings to conceptualize new skills and integrated knowledge for future educators. Two university professors considered the use of visual coding in the writing process as a way to model content integration across a K-3 literacy methods, and a K-8 educational technology course to explore how preservice teachers might use visual coding to develop computational thinking and literacy practices for young learners. Data suggests that while technological and content knowledge developed in parallel, this knowledge did not unify until there was structured integration of the courses. Implications suggest that computational thinking provides educators with a framework for understanding how to apply computer science components in cross-curricular contexts, however if that is not modeled in an integrative way, content will continue to be explored from both the educator and student perceptive in subject isolation.

Citation

Swallow, M.J.C. & Will, K. (2020). Utilizing Visual Coding to Develop Computational Thinking and Literacy Practices. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 115-120). Online: Association for the Advancement of Computing in Education (AACE). Retrieved August 3, 2020 from .

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