Defense Date

10-24-2016

Availability

One-year Embargo

Submission Type

dissertation

Degree Name

EdD

Department

Instructional Technology (EdDIT)

School

School of Education

Committee Chair

Joseph Kush

Committee Member

David Carbonara

Committee Member

Gibbs Kanyongo

Abstract

The purpose of the study was to examine the attitudes of pre-service teachers toward computational thinking, before and after an intervention, to convey the importance of integrating computational thinking into K-12 curricula. The two-week, course-embedded intervention introduced pre-service teachers, with varying academic specialties, to computational thinking practices and their utility. The intervention employed the Scratch programming language tool including Scratch flashcards, everyday and interdisciplinary examples of computational thinking, and unplugged activities. The findings indicated that the intervention was an effective new way to convey the value of computational thinking to all sampled pre-service teachers, no matter their academic specialties or GPAs. Further research is recommended to investigate potential increases in pre-service teachers’ own computational thinking skills following from the intervention.

Format

PDF

Language

English

Available for download on Wednesday, December 20, 2017

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