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Panel on Computational Thinking/Computer Science Education K-12 Schools – Pedagogical Strategies, Supports, and Initiatives
PROCEEDING

, Pace University School of Education, 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 recent years, there has been increasing pressure/encouragement/support from a number of sources – corporate, governmental, professional organizations – for the teaching of Computer Science (CS) and Computational Thinking (CT) in K-12 schools.

Educational research has identified and investigated several significant benefits to the teaching of CS and CT to supported several benefits to K-12 students. These tools and associated pedagogies have been linked with the development of deep learning and critical thinking skills in a number of studies (Ardito, Czerkawski, & Scollins, 2020; Martinez & Stager, 2014). The benefits identified in these and other studies also include: authentic learning (Chang, Lee, Wang, & Chen, 2010), problem-solving (Lin & Liu, 2012; Mosley & Kline, 2006), collaboration and other self regulatory skills (Ardito, Mosley, & Scollins, 2014; Grover & Pea, 2013).

One of the challenges being faced in the preparation of teachers to do this type of work and teaching. This panel will discuss some innovative initiatives to support teachers to effectively engage and teach their students.

Citation

Ardito, G. (2020). Panel on Computational Thinking/Computer Science Education K-12 Schools – Pedagogical Strategies, Supports, and Initiatives. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (p. 1). Online: Association for the Advancement of Computing in Education (AACE). Retrieved August 3, 2020 from .