Examining Teacher Educators' Culturally Relevant Computational Modules for Preservice Teachers

• In Event: Defining and Enacting Equitable Technology-Based Teaching Practices

Abstract

Computational thinking (CT) is an important skill in classrooms. We developed a professional development (PD) program to support teacher educators’ CT integration into pre-existing course modules that were later implemented with preservice teachers. A total of eighteen educators completed the PD and produced twelve CT-integrated modules. Modules were analyzed for evidence of CT pedagogical practices, level of integration, and culturally-relevant practices. Further, interview data from teacher educators were analyzed to examine implementation of the modules. Findings revealed teacher educators were able to create equitable CT learning experiences for preservice teachers. The most frequently integrated CT practices were programming and unplugged initiatives. CT practices were commonly integrated at the exist and enhance level. Findings have implications for teacher educator faculty development.

Authors

• Bataul Alkhateeb, University of Delaware
  Presenting Author

• Megean Garvin, University System of Maryland
  Presenting Author

• Chrystalla Mouza, University of Illinois at Urbana-Champaign
  Presenting Author