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Exploring and Exemplifying Pre-servi...

Yang, Hui.

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Exploring and Exemplifying Pre-service Teachers' Computational Thinking in the Context of Technology Integration.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring and Exemplifying Pre-service Teachers' Computational Thinking in the Context of Technology Integration./
Author:	Yang, Hui.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	242 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Contained By:	Dissertations Abstracts International81-04A.
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22618021
ISBN:	9781687974655

Exploring and Exemplifying Pre-service Teachers' Computational Thinking in the Context of Technology Integration.
Yang, Hui.

Exploring and Exemplifying Pre-service Teachers' Computational Thinking in the Context of Technology Integration. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 242 p.

Source: Dissertations Abstracts International, Volume: 81-04, Section: A.

Thesis (Ph.D.)--University of Delaware, 2019.

This item must not be sold to any third party vendors.

Computational Thinking (CT) has been recognized as a fundamental analytical thinking skill required for all students to navigate the digital world (CCSS, 2010a, 2010b; NGSS, 2010; Wing, 2006). Therefore, it is necessary to promote CT in K-12 settings in order to equip students with a CT-related skillset (ISTE, 2016). Implementation of CT in classrooms, however, relies on teachers' knowledge and dispositions in relation to designing CT-infused lesson (Barr & Stephenson, 2011; Mouza, Yang, Pan, Ozden & Pollock, 2017b). This work addresses a strategic starting point to prepare future teachers with the knowledge and skills needed to infuse CT in K-8 curricula. One hundred and thirty-five pre-service teachers participated in an educational technology course offered through a four-year teacher education program in the United States. This course was redesigned to weave CT and educational technology into the instructional design. For the purpose of this work, I conducted a two-phase mixed-methods investigation to gather progressive and precise understandings of pre-service teachers' CT implementation throughout their participation in the course. The Phase I study focused on exploring how pre-service teachers (N=135) developed CT related knowledge and practices with technology integration. The Phase II study explored and exemplified pre-service teachers' CT trajectories throughout their participation in the redesigned educational technology course using a subset of participants (N=57). Findings of this work contribute to understanding teacher knowledge in relation to CT implementation in K-8 settings. They also help underline factors that influence teachers' decisions related to infusing CT in classrooms.

ISBN: 9781687974655Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Computational Thinking

Exploring and Exemplifying Pre-service Teachers' Computational Thinking in the Context of Technology Integration.
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500 $a Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
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520 $a Computational Thinking (CT) has been recognized as a fundamental analytical thinking skill required for all students to navigate the digital world (CCSS, 2010a, 2010b; NGSS, 2010; Wing, 2006). Therefore, it is necessary to promote CT in K-12 settings in order to equip students with a CT-related skillset (ISTE, 2016). Implementation of CT in classrooms, however, relies on teachers' knowledge and dispositions in relation to designing CT-infused lesson (Barr & Stephenson, 2011; Mouza, Yang, Pan, Ozden & Pollock, 2017b). This work addresses a strategic starting point to prepare future teachers with the knowledge and skills needed to infuse CT in K-8 curricula. One hundred and thirty-five pre-service teachers participated in an educational technology course offered through a four-year teacher education program in the United States. This course was redesigned to weave CT and educational technology into the instructional design. For the purpose of this work, I conducted a two-phase mixed-methods investigation to gather progressive and precise understandings of pre-service teachers' CT implementation throughout their participation in the course. The Phase I study focused on exploring how pre-service teachers (N=135) developed CT related knowledge and practices with technology integration. The Phase II study explored and exemplified pre-service teachers' CT trajectories throughout their participation in the redesigned educational technology course using a subset of participants (N=57). Findings of this work contribute to understanding teacher knowledge in relation to CT implementation in K-8 settings. They also help underline factors that influence teachers' decisions related to infusing CT in classrooms.
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