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Computational Thinking In Problem Solving and Writing-How We Can Help K-12 Teachers
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, , University of Arizona South, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

There is a need to include Computational Thinking (CT) in K-12 classrooms. However, what is the best pedagogy for promoting CT to teachers across disciplines is still a research and unanswered question (National Academics, 2011). In this paper, we present an analysis on promoting and teaching CT in problem solving and writing. Based on the analysis, we developed and delivered a teacher professional development program through which we explicitly and deliberately taught the CT process to a group of English teachers. The participating teachers engaged in the CT process by writing and discussion dialogs, and effectively collaborated to approach complex teaching problems. The results of teaching CT are promising. Our teacher professional development on CT that has roots in problem solving and writing helped teachers experience CT in a relevant, practical context and prepared them to integrate CT in their classrooms.

Citation

Xu, L. & Simon, F. (2016). Computational Thinking In Problem Solving and Writing-How We Can Help K-12 Teachers. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 119-125). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 24, 2019 from .

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