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The Design, Implementation, and Evaluation of a Graduate Course to Prepare Teachers and School Librarians to Lead K-12 Computational Thinking

The Design, Implementation, and Evaluation of a Graduate Course to Prepare Teachers and School Librarians to Lead K-12 Computational Thinking

Kim C. Huett, Adriana D'Alba, Bruce Neubauer
Copyright: © 2020 |Pages: 26
ISBN13: 9781799814795|ISBN10: 1799814793|EISBN13: 9781799814801
DOI: 10.4018/978-1-7998-1479-5.ch013
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MLA

Huett, Kim C., et al. "The Design, Implementation, and Evaluation of a Graduate Course to Prepare Teachers and School Librarians to Lead K-12 Computational Thinking." Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education, edited by Jared Keengwe and Patrick Wachira, IGI Global, 2020, pp. 243-268. https://doi.org/10.4018/978-1-7998-1479-5.ch013

APA

Huett, K. C., D'Alba, A., & Neubauer, B. (2020). The Design, Implementation, and Evaluation of a Graduate Course to Prepare Teachers and School Librarians to Lead K-12 Computational Thinking. In J. Keengwe & P. Wachira (Eds.), Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education (pp. 243-268). IGI Global. https://doi.org/10.4018/978-1-7998-1479-5.ch013

Chicago

Huett, Kim C., Adriana D'Alba, and Bruce Neubauer. "The Design, Implementation, and Evaluation of a Graduate Course to Prepare Teachers and School Librarians to Lead K-12 Computational Thinking." In Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education, edited by Jared Keengwe and Patrick Wachira, 243-268. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1479-5.ch013

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Abstract

The importance of applying computational thinking—the problem-solving approach used in the domain of computer science—to solve significant problems is increasingly recognized in K-12 schools as a fundamental skill all students need to develop. The current study presents the design, implementation, and evaluation of a graduate course 20 teachers and school librarians completed in spring 2019. The purpose of the course was to expand learners' understandings of the value and nature of computational thinking, to explore barriers to access faced by students in underrepresented groups, and to reflect on how to facilitate K-12 students' understandings of computational thinking outside of dedicated computing courses. Using a model for systematic instructional planning and evaluation, this chapter reports qualitative thematic analyses of learners' performances and reflections. The chapter concludes with planned revisions for the course and implications for similar efforts within in-service teacher education programs.

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