Computational thinking infusion as transformative teaching: investigating content area teacher perspectives and practices

References

• Biddy, Q., Chakarov, A. G., Bush, J., Elliott, C. H., Jacobs, J., Recker, M., Sumner, T., Penuel, W. (2021). A professional development model to integrate computational thinking into middle school science through codesigned storylines. Contemporary Issues in Technology and Teacher Education, 21(1), 53–96.
   Google Scholar
• Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theory into practice. Australian Journal of Adult Learning, 55(1), 9–30.
   Web of Science ®Google Scholar
• Computer Science Teachers Association (CSTA) & International Society for Technology in Education (ISTE). (2011). Operational definition of computational thinking. Available: http://www.csta.acm.org/Curriculum/sub/CurrFiles/CompThinkingFlyer.pdf
   Google Scholar
• de Paula, B. H., Burn, A., Noss, R., & Valente, J. A. (2018). Playing beowulf: Bridging computational thinking, arts and literature through game-making. International Journal of Child-Computer Interaction, 16, 39–46. https://doi.org/10.1016/j.ijcci.2017.11.003
   Google Scholar
• Dong, Y., Cateté, V., Jocius, R., Lytle, N., Barnes, T., Albert, J., Joshi, D., Robinson, R., & Andrews, A. (2019). PRADA: A practical model for integrating computational thinking in K-12 education. In Proceedings of the 50th ACM technical symposium on computer science education (SIGCSE ’19), Minneapolis, Minnesota, (pp. 906–912). ACM.
   Google Scholar
• Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE Open, 4(1). https://doi.org/10.1177/2158244014522633
   Google Scholar
• Ericson, B. J., Margulieux, L. E., & Rick, J. (2017, November). Solving parsons problems versus fixing and writing code. In Proceedings of the 17th Koli Calling International Conference on Computing Education Research, Koli, Finland, (pp. 20–29). ACM.
   Google Scholar
• Forte, K. S., & Blouin, D. (2016). Fostering transformative learning in an online ESL professional development program for K-12 teachers. Qualitative Report, 21(4), 781–797.
   Web of Science ®Google Scholar
• Gee, J. (2011). How to do discourse analysis: A toolkit. Routledge.
   Google Scholar
• Grover, S., Cateté, V., Barnes, T., Hill, M., Ledeczi, A., & Broll, B. (2020, November). FIRST principles to design for online, synchronous high school CS teacher training and curriculum co-design. In Koli Calling ’20: Proceedings of the 20th Koli Calling International Conference on Computing Education Research, Koli, Finland, (pp. 1–5).
   Google Scholar
• Habermas, J. (1971). Knowledge of human interests. Beacon Press.
   Google Scholar
• Hestness, E., Ketelhut, D. J., McGinnis, J. R., & Plane, J. (2018). Professional knowledge building within an elementary teacher professional development experience on computational thinking in science education. Journal of Technology and Teacher Education, 26(3), 411–435.
   Google Scholar
• Israel, M., Pearson, J. N., Tapia, T., Wherfel, Q. M., & Reese, G. (2015). Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis. Computers & Education, 82, 263–279. https://doi.org/10.1016/j.compedu.2014.11.022
   Web of Science ®Google Scholar
• Jacob, S. R., & Warschauer, M. (2018). Computational thinking and literacy. Journal of Computer Science Integration, 1(1). https://doi.org/10.26716/jcsi.2018.01.1.1
   Google Scholar
• Jocius, R., Joshi, D., Dong, Y., Catete, V., Robinson, R., Barnes, T., Albert, J., & Lytle, N. (2020). Code, connect, create: The 3C model for integrating computational thinking into content area classrooms. In Proceedings of the 50th ACM technical symposium on computer science education (SIGCSE ’20), Portland, Oregon, (pp. 971–977). ACM.
   Google Scholar
• Jocius, R., O’Byrne, W. I., Albert, J., Joshi, D., Blanton, M., Robinson, R., Andrews, A., Barnes, T., & Cateté, V. (2022). Building a virtual community of practice: Teacher learning for computational thinking infusion. TechTrends, 66, 547–559. https://doi.org/10.1007/s11528-022-00729-6
   PubMed Web of Science ®Google Scholar
• Jocius, R., O’Byrne, I., Blanton, M., Albert, J., Joshi, D., & Robinson, R. (2021). Leveraging virtual professional development to build computational thinking literacies in English language arts classrooms. Contemporary Issues in Technology and Teacher Education, 21(4), 626–654.
   Google Scholar
• Kegan, R. (2000). What form transforms? A constructive developmental approach to transformative learning. In J. Mezirow, Associates Ed. Learning as transformation (pp. 35–69). Jossey-Bass.
   Google Scholar
• Ketelhut, D. J., Mills, K., Hestness, E., Cabrera, L., Plane, J., & McGinnis, J. R. (2020). Teacher change following a professional development experience in integrating computational thinking into elementary science. Journal of Science Education and Technology, 29(1), 174–188. https://doi.org/10.1007/s10956-019-09798-4
   Web of Science ®Google Scholar
• King, K. P. (2002). Educational technology professional development as transformative learning opportunities. Computers & Education, 39(3), 283–297. https://doi.org/10.1016/S0360-1315(02)00073-8
   Web of Science ®Google Scholar
• Kitchenham, A. (2008). The evolution of John Mezirow’s transformative learning theory. Journal of Transformative Education, 6(2), 104–123. https://doi.org/10.1177/1541344608322678
   Google Scholar
• Kong, S. C., & Lai, M. (2022). A proposed computational thinking teacher development framework for K-12 guided by the TPACK model. Journal of Computers in Education, 9(3), 379–402. https://doi.org/10.1007/s40692-021-00207-7
   Web of Science ®Google Scholar
• Kong, S. C., Lai, M., & Sun, D. (2020). Teacher development in computational thinking: Design and learning outcomes of programming concepts, practices and pedagogy. Computers & Education, 151, 103872. https://doi.org/10.1016/j.compedu.2020.103872
   Web of Science ®Google Scholar
• Lee, K., & Brett, C. (2015). Dialogic understanding of teachers’ online transformative learning: A qualitative case study of teacher discussions in a graduate-level online course. Teaching and Teacher Education, 46, 72–83. https://doi.org/10.1016/j.tate.2014.11.001
   Web of Science ®Google Scholar
• Lee, I., & Malyn-Smith, J. (2020). Computational thinking integration patterns along the framework defining computational thinking from a disciplinary perspective. Journal of Science Education and Technology, 29(1), 9–18. https://doi.org/10.1007/s10956-019-09802-x
   Web of Science ®Google Scholar
• Lee, I., Martin, F., & Apone, K. (2014). Integrating computational thinking across the K–8 curriculum. ACM Inroads, 5(4), 64–71. https://doi.org/10.1145/2684721.2684736
   Google Scholar
• Looi, C. K., Chan, S. W., Huang, W., Seow, P. S. K., & Wu, L. (2020). Preservice teachers’ views of computational thinking: STEM teachers vs non-STEM teachers. Proceedings of International Conference on Computational Thinking Education 2020, Virtual. The Education University of Hong Kong.
   Google Scholar
• Love, T. S., Bartholomew, S. R., & Yauney, J. (2022). Examining changes in teachers’ beliefs toward integrating computational thinking to teach literacy and math concepts in grades K-2. Journal for STEM Education Research, 5, 1–22. https://doi.org/10.1007/s41979-022-00077-3
   Google Scholar
• Mason, S. L., & Rich, P. J. (2019). Preparing elementary school teachers to teach computing, coding, and computational thinking. Contemporary Issues in Technology and Teacher Education, 19(4), 790–824.
   Google Scholar
• Mezirow, J. (1978). Perspective transformation. Adult Education, 28(2), 100–110. https://doi.org/10.1177/074171367802800202
   Web of Science ®Google Scholar
• Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
   Google Scholar
• Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3–34). Jossey-Bass.
   Google Scholar
• Nakajima, T. M., & Goode, J. (2019). Transformative learning for computer science teachers: Examining how educators learn e-textiles in professional development. Teaching and Teacher Education, 85, 148–159. https://doi.org/10.1016/j.tate.2019.05.004
   Web of Science ®Google Scholar
• Pollock, L., Mouza, C., Guidry, K. R., & Pusecker, K. (2019, February). Infusing computational thinking across disciplines: Reflections & lessons learned. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education, Minneapolis, Minnesota, (pp. 435–441).
   Google Scholar
• Rich, P. J., Mason, S. L., & O’Leary, J. (2021). Measuring the effect of continuous professional development on elementary teachers’ self-efficacy to teach coding and computational thinking. Computers & Education, 168, 104196. https://doi.org/10.1016/j.compedu.2021.104196
   Web of Science ®Google Scholar
• Rich, K. M., Yadav, A., & Schwarz, C. V. (2019). Computational thinking, mathematics, and science: Elementary teachers’ perspectives on integration. Journal of Technology and Teacher Education, 27(2), 165–205.
   Google Scholar
• Saldaña, J. (2021). The coding manual for qualitative researchers. Sage.
   Google Scholar
• Sands, P., Yadav, A., & Good, J. (2018). Computational thinking in K-12: In-service teacher perceptions of computational thinking. In Myint Swe, Khine (Eds.), Computational thinking in the STEM disciplines (pp. 151–164). Springer.
   Google Scholar
• Settle, A., Goldberg, D. S., & Barr, V. (2013, July). Beyond computer science: Computational thinking across disciplines. In Proceedings of the 18th ACM conference on Innovation and technology in computer science education, Canterbury, England, (pp. 311–312).
   Google Scholar
• Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology Review, 24(4), 569–608. https://doi.org/10.1007/s10648-012-9199-6
   PubMed Web of Science ®Google Scholar
• Stake, R. E. (1995). The art of case study research. Sage.
   Google Scholar
• Tennant, M. C. (1993). Perspective transformation and adult development. Adult Education Quarterly, 44(1), 34–42. https://doi.org/10.1177/0741713693044001003
   Web of Science ®Google Scholar
• Wang, C., Shen, J., & Chao, J. (2022). Integrating computational thinking in STEM education: A literature review. International Journal of Science and Mathematics Education, 20(8), 1949–1972. https://doi.org/10.1007/s10763-021-10227-5
   Web of Science ®Google Scholar
• Wei, X., Lin, L., Meng, N., Tan, W., Kong, S. C. (2021). The effectiveness of partial pair programming on elementary school students’ computational thinking skills and self-efficacy. Computers & Education, 160, 104023. https://doi.org/10.1016/j.compedu.2020.104023
   Web of Science ®Google Scholar
• Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology, 25(1), 127–147. https://doi.org/10.1007/s10956-015-9581-5
   Web of Science ®Google Scholar
• Whitelaw, C., Sears, M., & Campbell, K. (2004). Transformative learning in a faculty professional development context. Journal of Transformative Education, 2(1), 9–27. https://doi.org/10.1177/1541344603259314
   Google Scholar
• Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215
   Web of Science ®Google Scholar
• Yadav, A., Gretter, S., Good, J., & McLean, T. (2017). Computational thinking in teacher education. In Rich, Peter, & Hodges, Charles (Eds.), Emerging research, practice, and policy on computational thinking (pp. 205–220). Springer.
   Google Scholar
• Yadav, A., Hong, H., & Stephenson, C. (2016). Computational thinking for all: Pedagogical approaches to embedding 21st century problem solving in K-12 classrooms. TechTrends, 60(6), 565–568. https://doi.org/10.1007/s11528-016-0087-7
   Web of Science ®Google Scholar
• Yadav, A., Krist, C., Good, J., & Caeli, E. N. (2018). Computational thinking in elementary classrooms: Measuring teacher understanding of computational ideas for teaching science. Computer Science Education, 28(4), 371–400. https://doi.org/10.1080/08993408.2018.1560550
   Web of Science ®Google Scholar
• Zha, S., Morrow, D. A., Curtis, J., & Mitchell, S. (2021). Learning culture and computational thinking in a Spanish course: A development model. Journal of Educational Computing Research, 59(5), 844–869. https://doi.org/10.1177/0735633120978530
   Web of Science ®Google Scholar