A Literature Review for the Implementation of Computational Thinking for Ontario K-12 Classrooms

The importance of the problem-solving skills involved in computational thinking has gained significant traction since its introduction. As Ontario seeks to implement coding into the school curriculum, an analysis of previous implementation of computational thinking could provide a framework for which to formulate new curriculum in the province. A literature review was completed to investigate the following three questions: (1) How has computational thinking been implemented into education in a K-12 environment? (2) What barriers will affect the implementation of computational thinking in a K-12 environment? (3) What grade levels are appropriate for implementing the varying competencies of computational thinking? This literature review sheds light on the need for teacher support, the political implications involved in introducing new curriculum, and where computational thinking best fits into current K-12 curriculum

A Framework for Teaching Computational Thinking in Primary Schools: A Namibian Case Study

Several professional development programs have been designed to train in-service teachers on a computational thinking (CT) curriculum, but few researchers have examined how these affect primary school teachers\u27 self-efficacy and knowledge of CT in emerging economies. This study\u27s objective was to create a framework for the professional development of primary school in-service teachers for the teaching of CT (referred to as professional development for primary computational thinking - PD4PCT) to be integrated into teachers\u27 professional development programs. An initial framework was refined after implementing it at a Namibian school with a group of 14 teachers from five different disciplines (social studies, English, natural science, mathematics, and Afrikaans). Literature reviews, pre- and post-intervention questionnaires, semi-structured interviews, and self-reporting diaries were used to collect data. The framework was evaluated by experts via an online questionnaire. The findings show that teachers who participated in the professional development program improved their perceived CT knowledge, beliefs, and confidence to teach CT

Investigating Pre-Service Teachers’ Perceptions of the Virginia Computer Science Standards of Learning: A Qualitative Multiple Case Study

Computer science education is being recognized globally as necessary to better prepare students in all grade levels, K-12, for future success. As a result of this focus on computer science education in the United States and around the world, there is an increased demand for highly qualified teachers with content and pedagogical knowledge to successfully support student learning. As a result, there is a call to include and improve the computer science training offered to pre-service teachers in their educator preparation programs from methods courses to practicum and student teaching experiences. Thus, it is important to understand how pre-service teachers view content, classroom practices, and teaching and learning methodologies and theories to inform teacher educators about best practices for integrating computer science. This multi-case study investigated pre-service teachers’ perceived abilities and intent to integrate the Virginia Computer Science Standards of Learning into future content area instruction, as well as any shifts that occurred in these pre-service teachers’ perceptions as a result of their student teaching experience. Five elementary pre-service teachers enrolled in a teacher preparation program at a large, public research university in the Mid-Atlantic region of the United States comprised the cases in this research study. Data were collected during the participants’ student teaching experience and final semester in their respective programs and was comprised of the following: pre-, mid-, and post-questionnaires, meeting transcriptions (2), semi-structured individual phone interview transcriptions (2), and written/posted exchanges on an online discussion board. Data representing each case were analyzed using a qualitative general inductive approach as outlined by Thomas. A within-case analysis was performed to develop main categories and identify central themes for each case, and a cross-case analysis was then conducted using the NVivo Qualitative Data Analysis Software. The findings revealed similarities and differences across the cases, as well as perceived challenges and benefits to incorporating computer science and the Virginia Computer Science Standards of Learning into future content area lessons as determined by elementary pre-service teachers. Findings from this study can be used to inform and improve pre-service teacher education as well as provide insight to school administrators

The Need to Integrate Computer Science

This school improvement plan outlines a detailed three-year strategy designed to integrate computer science into the K-5 curriculum. Emphasizing a comprehensive approach, the action plan employs a multi-tiered strategy combining a standalone curriculum with embedded activities. Drawing insights from successful educational practices and leveraging resources, the plan strategically aligns the curriculum with CSTA standards while fostering hands-on learning experiences at various grade levels. The timeline features foundational teacher training, curriculum integration, community engagement events, and consistent assessment processes. The plan aims to create an environment where both students and educators actively participate in the dynamic landscape of computer science education. By using a phased approach, this blueprint offers a comprehensive understanding of computer science concepts, equipping students for success in a technology-driven world. The plan acknowledges the importance of monitoring potential barriers and challenges to ensure effectiveness in the integration process

Using educational technology in applications as element of teaching for special disciplines

The relevance of research problem due to high growth of information technologies roles in industrial activity and low level of teachers professionalism in topics related with information technology. Purpose of article is to show main components of a learning technology aimed at improving level teachers skills to solve didactic problems associated with computer technologies and issues in field of IT private industry. Main strategy to resolve of this problem are: system and activity approach, which allow model a structure activities of future specialist and activity model which required for learning technologies working with application programs (AP); hermeneutic approach which allows to establish a system of semantic interpretation of the conceptual apparatus of the user interface taking into account the level of users ' perception on different levels of using of applied programs; integrative approach which establish a single semantic component for group of disciplines related to information technologies, allowing to optimize learning process inside framework of application software that underlies this technology. In article presents main components of a learning technology, which works with application software: diagram of activities, which works with PC in office, methods of formation of conceptual apparatus in the field of creation of AP algorithms, minimizing of users algorithms. Article will useful for IT teachers, which implement program of preparation of bachelors of vocational training (by industry), as well as business coaches, which will be create a instructional card for user training. © 2016 Neupokoeva et al

Characterizing Algorithmic Performance in Machine Learning for Education

The integration of artificial intelligence (AI) in educational systems has revolutionized the field of education, offering numerous benefits such as personalized learning, intelligent tutoring, and data-driven insights. However, alongside this progress, concerns have arisen about potential algorithmic disparities and performance issues in AI applications for education. This doctoral thesis addresses these concerns and aims to foster the development of AI in educational contexts that emphasize performance analysis. The thesis begins by investigating the challenges and needs of the educational community in integrating responsible practices into AI-based educational systems. Through surveys and interviews with experts in the field, real-world needs and common areas for developing more responsible AI in education are identified. According to our findings, further research delves into the analysis of student behavior in both synchronous and asynchronous learning environments. By examining patterns of student engagement and predicting student success, the thesis uncovers potential performance issues (e.g., unknown unknowns: the model is really confident of its predictions but actually wrong), emphasizing the need for nuanced approaches that consider hidden factors impacting students’ learning outcomes. By providing an integrated view of the performance analyses conducted in different learning environments, the thesis offers a comprehensive understanding of the challenges and opportunities in developing responsible AI applications for education. Ultimately, this doctoral thesis contributes to the advancement of responsible AI in education, offering insights into the complexities of algorithmic disparities and their implications. The research work presented herein serves as a guiding framework for designing and deploying AI enabled educational systems that prioritize responsibility, and improved learning experiences

Evaluating an Integrated Science, Technology, Engineering, and Math/Computational Thinking Professional Development Program for Elementary Level Paraprofessional Educators

For my dissertation, I looked at a training program one Utah school district used to teach paraprofessional educators science, technology, engineering, math, and computational thinking. Specifically, the program taught them about what computational thinking is and how they could use it when teaching science, technology, engineering, and math to students from kindergarten to sixth grade. While reviewing this program, I evaluated 1) The experiences the paraprofessionals had with the program, 2) Whether the paraprofessionals understood computational thinking, and 3) Whether the program prepared them to teach computational thinking to K-6 students. I worked with eight paraprofessionals who participated in this program. Each participant was given a survey before and after the training program, and I interviewed each of them to gather their thoughts, feelings, and experiences at the end of the program. This evaluation showed that the program provided a positive experience for participants and opportunities for them to understand computational thinking and how they can teach elementary school children those concepts. My evaluation also highlighted several ways the school district can support paraprofessionals to make them more effective when teaching computational thinking