Pre-service Teachers’ Perceptions of Computational Thinking
Yu-hui Chang, Lana Peterson, University of Minnesota, United States
Journal of Technology and Teacher Education Volume 26, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
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 within their students. To address this challenge and create a blueprint for how to prepare pre-service teachers for their role ahead, we conducted a case study with two separate course designs within an initial teacher licensure course on technology. The purpose of this study was to investigate how pre-service teachers perceive CT and how they conceptualize CT within K-12 education. Our findings include insights of how pre-service teachers make sense of CT, the intersection of CT with their educational beliefs, and the complicated nexus of technology integration, computer science, and CT. We discuss tangible strategies for teacher educators who are including CT into their course or workshops.
Chang, Y.h. & Peterson, L. (2018). Pre-service Teachers’ Perceptions of Computational Thinking. Journal of Technology and Teacher Education, 26(3), 353-374. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2018 Society for Information Technology & Teacher Education
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Emily Baumgartner & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 26, No. 4 (2018) pp. 509–517
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