Thursday, March 29
4:15-4:45 PM
EDT
Wright

New Content for New Times: Pre-Service Teachers’ Exploration of Computer Programming in Educational Technology Coursework

Full Paper ID: 52104
  1. aaa
    Chrystalla Mouza
    University of Delaware
  2. Soumita Basu
    University of Delaware
  3. Hui Yang
    University of Delaware
  4. Yi-Cheng Pan
    University of Delaware

Abstract: This study investigates the development of computational thinking skills and knowledge in pre-service teachers after they were exposed to an educational technology course that incorporated engagement with visual-based programming. Quantitative data were collected through pre-post surveys on pre-service teachers attitudes and understanding of computational thinking. Qualitative data were collected through course artifacts such as pre-service teachers' reflections and lesson plans. Results revealed that the majority of the participants successfully integrated programming into suitable content areas. Yet, they struggled to indicate supported computational thinking concepts and practices in their proposed lesson plans. This research has implications for designing educational technology courses that focus on computational thinking skills among pre-service teachers for the purpose of enhancing critical thinking and problem-solving skills in future K-8 learners.

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