Conceptualizing Computational Thinking Pedagogical Content Knowledge: An Exploratory Study
Abstract: In this exploratory study, we conducted a literature review to propose a model of Computational Thinking Pedagogical Content Knowledge (CT PCK). Then, we examined how computing teachers who engage within an online microblogging community demonstrated their pedagogical and content knowledge in computational thinking. Using epistemic network analysis, weekly conversations were analyzed to describe how participant's models differed within the framework. Results show the computational thinking pedagogical content knowledge framework may be used to identify gaps in teachers’ understanding of CT PCK and guide professional development.
Presider: Gerald Ardito, Manhattanviille College School of Education