Introducing Computational Thinking and Coding to Teacher Education Students

Abstract

The purpose of this chapter is to report a study that examined the development of teacher education students' computational thinking (CT) knowledge and coding skills in a graduate educational technology class. In this class, the students learned about CT and coding over four consecutive weeks. Twenty-one students participated in the study. The results indicated that the participants developed a foundational understanding of CT and coding. They recognized the value of integrating CT and coding into education, but they would hesitate to engage their students in coding activities in classrooms. Teachers' knowledge and skills, students' knowledge and skills, technology accessibility and in-class time management were four major concerns that the participants expressed in the study. Practical implications of the results were discussed to provide a reference for including CT and coding in educational technology classes.