Infusing Computing Through Professional Development: Shifts in Content Area Teachers’ Understandings of Computational Thinking Integration

ID: 53830 Type: Brief Paper
  1. Robin Jocius, Jennifer Albert, and Ashley Andrews, The Citadel, United States
  2. Veronica Catete and Yihuan Dong, North Carolina State University, United States
  3. Deepti Joshi and Richard Robinson, The Citadel, United States
  4. Tiffany Barnes and Nicholas Lytle, North Carolina State University, United States

Tuesday, March 19 1:45 PM-2:05 PM

Presider:
Ramya Sivaraj, University of Minnesota, United States

The purpose of this session is to describe our implementation of a professional development model designed to support middle and secondary content area teachers in integrating computational thinking into their classrooms. Drawing on findings from our mixed methods analysis of interviews, surveys, and teacher-created products, we argue that the professional development supported shifts in teacher understandings of the role of computational thinking in content area classrooms, as well as their abilities to integrate computational thinking into their teaching. We conclude by offering implications for research and policy practices which can increase teacher and student access to computational thinking practices in P-12 schools.

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