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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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This content will become publicly available on July 1, 2026
Curriculum Choices for Middle-School Biomimetic Design Activities
In this comparative case study, we used activity theory to explain how and why different middle-school STEM teachers from the same professional development community made different curricular adaptation choices for biomimetic design activities. Analysis of teacher interviews, classroom observations, and lesson artifacts revealed that teachers’ choices for biomimicry activities were particularly influenced by confidence with and access to particular tools and by rules related to learning goals and time constraints.
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- Award ID(s):
- 2300433
- PAR ID:
- 10612063
- Publisher / Repository:
- International Society of the Learning Sciences
- Date Published:
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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