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Bridging the Gap between Computational Thinking and the Integration of ICT into Classroom Teaching and Learning: A Barrier to be Addressed
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, University of Gunma, Japan ; , University of North Texas, United States ; , Institute for the Integration of Technology into Teaching and Learning, UNT, 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), Waynesville, NC USA

Abstract

In this paper, we present a study of the relations between different types of teachers’ anxieties and concerns toward teaching Computational Thinking (CT) as an integrated part of curriculum and integration of ICT into classroom teaching and learning. Twenty-nine (29) in-service teachers received a six-hour class of programming in Scratch and CT at a Japanese university. The participants responded to survey items which were taken from the teachers’ Will, Skill, and Pedagogy model (Knezek & Christensen, 2016; Christensen & Knezek, 2017.) The survey included additional items on anxieties and concerns regarding teaching programming, and we assessed the relations between the Will, Skill, Pedagogy factors and anxieties about teaching CT. The results suggest that the relations between the two groups of anxieties are scarce. Findings suggest we need different approaches for the promotion of CT, other than, or in addition to, promotion of ICT integration into classroom.

Citation

Furuta, T., Knezek, G. & Christensen, R. (2019). Bridging the Gap between Computational Thinking and the Integration of ICT into Classroom Teaching and Learning: A Barrier to be Addressed. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1160-1162). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 10, 2020 from .

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