A model for piloting pathways for computational thinking in a general education curriculum

Dierbach, Charles; Hochheiser, Harry; Collins, Samuel Gerald; Jerome, Gerald J.; Ariza, Christopher; Kelleher, Tina; Kleinsasser, William; Dehlinger, Josh; Kaza, Siddharth

doi:10.1145/1953163.1953243

Cited by 26 publications

(21 citation statements)

References 1 publication

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“…Future research could also examine TPACK-CT in relation to specific content areas. At the university level, for instance, a number of researchers have pioneered ways of integrating CT into discipline-specific undergraduate courses in the sciences, humanities, and social sciences (e.g., Dierbach et al, 2011). What would TPACK-CT look like in specific content areas at the K-8 level?…”

Section: Discussionmentioning

confidence: 99%

Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK)

Mouza

Huí

Pan

et al. 2017

AJET

110

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This study presents the design of an educational technology course for pre-service teachers specific to incorporating computational thinking in K-8 classroom settings. Subsequently, it examines how participation in the course influences pre-service teachers' dispositions and knowledge of computational thinking concepts and the ways in which such knowledge can be combined with content and pedagogy to promote meaningful student outcomes. Data were collected from a self-reported survey and case reports focusing on the design, implementation, and outcomes of computational thinking related lessons in K-8 classrooms.Results indicated that the course positively influenced pre-service teachers' knowledge of computational thinking concepts, tools, and practices. Yet, some participants demonstrated only surface understanding of computational thinking and were unable to design lessons that meaningfully integrated computational thinking concepts and tools with disciplinary content and pedagogy. Findings have implications for the design of teacher education experiences that help prepare pre-service teachers develop technological pedagogical content knowledge in relation to computational thinking concepts and practices.

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Section: Discussionmentioning

confidence: 99%

Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK)

Mouza

Huí

Pan

et al. 2017

AJET

110

View full text Add to dashboard Cite

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“…To demonstrate the subject's worth, academic literature on CT builds on Wing's view that CT is valuable to all [2,3,4]. Brown et al [1] claim governments and industries are convinced of the wider value of computational thinking and the transferable skills it develops, while highlighting the clear need for teacher confidence and training in the subject to deliver high quality learning and teaching.…”

Section: Background and Related Workmentioning

confidence: 99%

On Pre-requisite Skills for Universal Computational Thinking Education.

Cole

2015

Proceedings of the Eleventh Annual International Conference on International Computing Education Research

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Computational thinking (CT) has been hailed as valuable to everyone in the population, and if so, it should be taught to all. This research builds on existing work identifying prerequisite skills for developing CT skills, referred to here as foundational CT skills. To add weight to the validity of the "CT for all" claim, this research attempts to determine whether foundational CT skills are of value to non-IT industry and for pupils elsewhere in their studies. The foundational CT skills will be trialled with pupils in the 5-8 yr age range and evaluated for their contribution to the pupils' ongoing education. Findings will be used to inform the curriculum and help to develop worthwhile computational thinking skills irrespective of the child's chosen career.

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“…There are a variety of mechanisms to ensure such breadth, from the commonplace arts and science requirements, through to newer approaches like General Education [5]. The most common approach to include technological literacy in an undergraduate's education is through a single computer course (often designated as a general education requirement), normally taught by the computer science department [26].…”

Section: The Single Coursementioning

confidence: 99%

Generally Educated In The 21st Century

Hoar

2014

Proceedings of the Western Canadian Conference on Computing Education

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All undergraduate students, regardless of discipline, should be technologically literate. Graduates should be able to use computers effectively, and possess a rudimentary understanding of the theory and practice that makes our interconnected world possible. Unfortunately, a wide array of arguments have arisen that marginalize computer education, leaving students to educate themselves in the tools and theory of computing on their own, if at all. This paper draws from many studies related to computer literacy in university curriculum to articulate what type of integration are possible. It also breaks down arguments against computer literacy including the "digital native" myth and the conflation of "computer literacy" with "computer skills".

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A model for piloting pathways for computational thinking in a general education curriculum

Cited by 26 publications

References 1 publication

Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK)

Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK)

On Pre-requisite Skills for Universal Computational Thinking Education.

Generally Educated In The 21st Century

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