Chrystalla Mouza|Hui Yang|Yi-Cheng Pan|?ule Y?lmaz Özden|Lori Pollock
Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK)
University of Delaware|University of Delaware|University of Delaware|University of Delaware|University of Delaware
study presents design educational technology course preservice teachers specific incorporating computational thinking k8 classroom settings subsequently examines participation course influences preservice teachers dispositions knowledge computational thinking concepts ways knowledge combined content pedagogy promote meaningful student outcomes data collected selfreported survey case reports focusing design implementation outcomes computational thinking related lessons k8 classrooms results indicated course positively influenced preservice teachers knowledge computational thinking concepts tools practices yet participants demonstrated surface understanding computational thinking unable design lessons meaningfully integrated computational thinking concepts tools disciplinary content pedagogy findings implications design teacher education experiences help prepare preservice teachers develop technological pedagogical content knowledge relation computational thinking concepts practices