Progressive Integration of Computational Thinking Authors: Drs. E. Russell & D. Wright
Proposed Statistical Analyses
Mixed methods are used. ENJOY HQ is used for discussions and interviews to determine trends to conduct qualitative analyses. SPSS is used for rubrics, quizzes and surveys to determine significant growth in pre and post assessments across courses and within courses using SPSS.
Computational Thinking (CT) is increasingly becoming recognized as a fundamental skill, because computing is a rapidly emerging field due to the change in requirements for technological skill. Across all jobs emphasizing the need for schools to teach literacy in computational thinking and coding (Kale, Akcaoglu, Cullen, Goh, Devine, Calvert, Grise, 2018). Diverse students must thrive in today’s environment, gain self- sufficiency, become employable or enter higher education.
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Methodology
The following are the methods used:
-Establish content validity across syllabi and standard representation of computational thinking.
-Use of pre and post assessments (survey, interviews, focus groups)
-chart growth in computational thinking through the systematic review of unplugged and plugged artifacts demonstrating increase in computational thinking
-Fidelity is monitored through monthly faculty meetings and analyses of plugged and unplugged artifacts
PROGRESSIVELY INTEGRATING COMPUTER LITERACY ACROSS TEACHER EDUCATION COURSES
Computational Thinking Terms
RESEARCH DESIGN
DESIGN IMPLEMENTED BASED RESEARCH (DBIR)
DBIR monitors improvements and addresses the practical problems of teaching computational thinking and achieving candidates’ learning outcomes associated with computational literacy
IT IS AN ITERATIVE AND ADDITIVE APPROACH
ITERATIVE- repetitive approach that allows researchers to adjust each semester or cycle according to the information learned in a previous iteration
ADDITIVE- adjustments to iterations that include modifications that reflect an additional element
Research Context
Medgar Evers College was founded on the DNA of social justice. Our Pre-service teachers could benefit from Computational Literacy and design that can later transfer to the students they teach. Our Pre-service teachers live in the local communities in schools that still struggle with getting resources comparable to other schools in other communities with better equity distributions.
MEC is located within Community School District (CSD) 17, a large immigrant community in Central Brooklyn (65% immigrant). Our student profile reflects the neighborhood demographic. MEC student profile is 79.7% African-American, 15.4% Latin X with most students being from Jamaica, Haiti, Guyana , and Trinidad.
Pre-Assessment Post Assessment
INITIAL
MEDIAL (METHODS COURSES)
FINAL (CLINICAL)
Pre-Assessment Post Assessment Pre-Assessment Post-Assessment
INTRODUCTION
Hypotheses
Faculty and candidates will :
-increase the use of computational terms
-increase knowledge and application of computational literacy standards
-transfer computational thinking to other content areas
-increase understanding o data analyses
-increase in value of computational thinking, self-efficacy, and the use of feedback loop to identify cultural assets