Exploring computational thinking and play with preservice and inservice teachers in early childhood and elementary education

ID: 52091 Type: Poster/Demo
  1. Ryan Visser and D. Matthew Boyer, Clemson University, United States

Wednesday, March 28 5:45 PM-7:00 PM

Presider:
Rashid Khan, DCC- King Fahd University of Petroleum and Minerals, Dhahran Saudi Arabia, Saudi Arabia

Computational thinking practices are important learning outcomes for students of all ages, however, much of the focus is on older students Recently, there has been more attention paid to computational thinking in younger students Specifically, the International Society of Technology in Education (ISTE) and the Computer Science Teachers Association collaborated on this effort, believing that computational thinking is vital for raising the level of achievement, preparing students for global competitiveness and blending academics with real life” (Sykora, 2014) Through the use of tangible interfaces, physical tools, and digital media, younger learners can engage with computational thinking practices through play in a way that supports their foundational understanding of these concepts In this poster presentation, we share our computational thinking work with preservice and inservice teachers who focus on early childhood and elementary education that uses play as a driver for student activity and the basis for creating conceptual understanding We present our engagement with future and current teachers through examples of required undergraduate coursework, interest-driven undergraduate course-based research and development, and inservice teacher professional development

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