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This paper describes the beginning of a design-based research project for integrating computing activities in preservice teacher programs throughout a middle and secondary education department. Computing integration activities use computing tools, like programming, to support learning in non-computing disciplines. The paper begins with the motivation for integrating computing that encouraged widespread buy-in, design goals, and design parameters. The primary motivating factor for this work was preparing teachers to use technology to support learning in their classrooms. Involving computing education faculty in the preparation enabled the activities to include computer science and spread computational literacy. The paper also describes the process and year-long timeline for designing and implementing the integrations, followed by the details of the computing integrated activities. Last, the paper describes preservice teachers’ reactions to computing integration, focusing on before-and-after perceptions and knowledge of computing. Preservice teachers perceptions and knowledge of computing evolved similarly to teachers who engage in different approaches to learning about integrated computing, such as in elective or educational technology courses, suggesting that this approach is effective for engaging all teachers in integrating computing. In particular, the common feature that ignited teachers’ excitement about integrating computing was offering new opportunities to improve student learning and providing engaging activities within their non-computing discipline.
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Middle science computing integration with preservice teachers.
We explored how preservice teachers in a middle school science methods course learned and applied computational thinking (CT) concepts and activities during a month-long intervention. In the intervention, preservice teachers learned about CT concepts through an hour-long lecture in their methods class, practiced a computing-integration activity for electromagnetic waves, and prepared and implemented a lesson plan based on the activity in student teaching. The intervention was in the early stages of design, and, therefore, the research is exploratory with primarily qualitative data. The data were collected at multiple points throughout the month to measure the development of knowledge and attitudes about CT and computing integration. We found that preservice teachers had little knowledge of computing before the intervention that gradually evolved into a deep understanding that they wanted to apply to computing-integrated activities science and other subjects. Though they had high levels of uncertainty after initial instruction and practicing the computing-integration activity, they found the student teaching experience rewarding and motivating to including computing in their future teaching practice.
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- Award ID(s):
- 1941642
- PAR ID:
- 10221224
- Date Published:
- Journal Name:
- The Journal of computers in mathematics and science teaching
- Volume:
- 40
- Issue:
- 1
- ISSN:
- 0731-9258
- Page Range / eLocation ID:
- 29-49
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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