Computational thinking for teacher education

Abstract

key insights ˽ Few teacher-education programs focus on training pre-service teachers to incorporate computational thinking into K-12 classrooms. ˽ Redesign of courses on educational technology and methods is critical to developing pre-service teacher competencies in computational thinking. ˽ Education and computer science faculty should work collaboratively, using their complementary expertise in computing and teacher development. 56

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

“…Nevertheless, the current interest on helping students move from consumers to creators of computing innovations could benefit from the use of programming tools such as Scratch. As a result, educational technology courses could provide additional support to pre-service teachers in relation to simulations and programming or offer specific courses or workshops targeting programming more explicitly (Lehtinen, Nieminen, & Viiri, 2016;Yadav et al, 2017).…”

“…Yadav et al (2017) recently noted that the TPACK framework could serve as a useful model for integrating CT where the related ideas are connected within the subject matter and pedagogical approaches pre-service teachers will teach in their future classrooms. In this work, we provide an example of how CT concepts, tools and practices can be infused in a required educational technology course for pre-service teachers to help them make connections with content and pedagogy.…”

“…Thus, an important step for successfully integrating CT into K-8 education is to help future teachers develop an understanding of CT and its connection to their curricular context (Yadav, Hong, & Stephenson, 2016;Yadav, Stephenson, & Hong, 2017). Since its inception, the framework of technological pedagogical content knowledge (TPACK) has provided a unifying lens for researchers working to understand teacher knowledge for effective use of technology tools, methodologies and practices across the curriculum.…”

CANOE e Fluxo: Determinantes na adoção de curso de programação online gamificado

“…Atualmente saber programar é uma das competências mais procuradas e valorizadas no mercado de trabalho (Yadav, Stephenson, & Hong, 2017). A programação é também uma unidade curricular transversal e basilar aos cursos de informática no ensino superior.…”

Call for Manuscripts: Special Issue: Tinkering in Technology-Rich Design Contexts

“…First, such initiatives are uncommon in the current public school education system, where competing curriculum priorities and lack of funds are main constraints (Google & Gallup, 2016;Guzdial, 2016). Second, there are only a few teacher educational programs preparing preservice teachers to promote such learning (Yadav, Stephenson, & Hong, 2017). Although there are efforts all across the spectrum, there seems to be a lack of visibility of these efforts to guide, unify, and possibly help replicate future practice and research.…”