Exploring the Development of Pre-Service Teachers\u27 Knowledge and Attitudes Toward Integrating Computational Thinking and Robotics into the Classroom

This paper presents an introductory computational thinking (CT) module that can be implemented into teacher education curricula. The researchers examined how the integration of CT and robotics instruction into an undergraduate instructional technology course influenced pre-service teachers\u27 understanding of CT and robotics and their attitudes towards adopting these tools in their future classrooms. The online module was developed as a result of a collaboration between computer science and education faculty from two universities. A total of 93 students participated in the study. The course was delivered during the spring, summer, and fall semesters of 2020 via distance learning at a large public university located in Florida. Data for this study were collected using a pre-and post-test survey that was created with Qualtrics software. This paper describes how the CT and robotics concepts were taught and examines the influence of the instruction on participants\u27 knowledge and attitudes of CT and robotics and their integration into the classroom

The impact of STEM attitudes and computational thinking on 21st-century via structural equation modelling

Based on the study, computational thinking skills are influenced by science, technology, engineering and mathematics (STEM) skills, and there is a relationship between computational thinking skills and 21st-century skills. However, studies related to STEM attitudes, computational thinking and their impact on 21st-century skills are still very few and limited. The purpose of our study was to examine the impact of STEM attitudes and computational thinking on 21st-century. This research uses a quantitative approach. The participants of this study were students of a vocational school in Bantul Regency, Yogyakarta, Indonesia (N=290). Research data in STEM attitude, computational thinking, and 21st-century skills using a questionnaire. The data were analyzed using structural equation modeling techniques using the Smart PLS application. The results of the study obtained several findings, including: the model proposed in this study was valid; STEM attitude has a positive and significant effect on computational thinking; and computational thinking has a positive and significant effect on 21-st century skills. It can be argued that when STEM attitudes and computational thinking are more positive, 21-st century skills will improve. These findings have implications that curriculum development and STEM learning practices have to develop students’ computational thinking skills and 21st-century skills, especially in vocational schools

Examining ESL Preservice Teachers’ Personal Factors That Best Predict Their Confidence to Integrate Technology in Future Classrooms

This study was designed to examine preservice teachers\u27 personal characteristics that can predict their confidence to integrate technology in their teaching practices. The investigators used a questionnaire designed based on Bandura’s Social Cognitive Theory to ask 168 ESL preservice teachers enrolled in the English Department in a public university located in central Anatolia. The results of this study found that the use of technology during ESL preservice teachers\u27 training was the most significant predictor of their self-efficacy to integrate technology in their teaching practices, then followed by the number of years they are attending the education training and finally their learning preferences such as the use of multimedia and digital materials. The results of this study also found that ESL preservice teachers’ gender and age were insignificant causes for building their confidence to integrate technology. The study also has found that there is a significant relationship between ESL preservice teachers\u27 use of technology and their levels of self-efficacy and this relationship was strong and positive. These findings indicate that prior experience with technology among preservice teachers is a key component in determining their confidence in integrating technology into teaching and learning. The study offers vital insights into how teacher education programs might effectively prepare ESL preservice teachers for technology integration. Teacher education programs should prioritize chances for preservice teachers to obtain practical experience using technology in classroom settings. Finally, the investigators provide interpretation and recommendations based on these findings

A Meta-Analytic Reliability Generalization Study of the Computational Thinking Scale

This study aims to analyze the reliability generalization of the computational thinking scale. There are five dimensions of computational thinking: creativity, algorithmic thinking, coopera-tivity, critical thinking, and problem-solving. A Bonett transformation was used to standardize the reliability coefficient of Cronbach’s alpha. A random-effects meta-analysis was conducted since the heterogeneity among the studies was high. Results supported the RG of the computational thinking scale and its sub-dimensions, which were calculated as 0.843 for general, 0.799 for creativity, 0.848 for algorithmic thinking, 0.863 for cooperativity, 0.799 for critical thinking, and 0.817 for problem-solving. Besides that, the moderator analysis was conducted for the sample type, test length, country, and language of the study. According to the findings, there were no significant moderator effects on the reliability estimation

The impact of STEM attitudes and computational thinking on 21st-century via structural equation modelling

Based on the study, computational thinking skills are influenced by science,technology, engineering and mathematics (STEM) skills, and there is a relationship between computational thinking skills and 21st-century skills.However, studies related to STEM attitudes, computational thinking andtheir impact on 21st-century skills are still very few and limited. Thepurpose of our study was to examine the impact of STEM attitudes andcomputational thinking on 21st-century. This research uses a quantitativeapproach. The participants of this study were students of a vocational school in Bantul Regency, Yogyakarta, Indonesia (N=290). Research data in STEMattitude, computational thinking, and 21st-century skills using aquestionnaire. The data were analyzed using structural equation modelingtechniques using the Smart PLS application. The results of the study obtained several findings, including: the model proposed in this study was valid; STEM attitude has a positive and significant effect on computationalthinking; and computational thinking has a positive and significant effect on21-st century skills. It can be argued that when STEM attitudes and computational thinking are more positive, 21-st century skills will improve.These findings have implications that curriculum development and STEM learning practices have to develop students’ computational thinking skillsand 21st-century skills, especially in vocational schools