Several professional education organizations have identified computational thinking as a key skill for PK12 students (i.e., Next Gen, Common Core and ISTE). Some educators suggest that computational thinking is a fundamental skill that should be equated with reading, writing and arithmetic (Wing, 2006). It is important to acknowledge that the current lack of an agreed-upon definition of the elements of computational thinking (Zhou, Mayfield, Hambrusch, & Korb, 2011) makes it challenging for teacher educators to develop clear pathways for preservice teachers to develop the requisite Technological Pedagogical Content Knowledge (TPACK) needed to support computational thinking and coding for learning across content areas.
The purpose of this special issue is to compile and present emerging research and practices that provide teacher educators with the knowledge and skills to support preservice and inservice teachers in developing the dispositions, technical skills and instructional strategies needed to incorporate computational thinking and coding for learning meaningfully into their curricula and teaching practices.
JDLTE seeks articles dealing with Computational Thinking and Coding for Learning in Teacher Education that:
- Illustrate how computational thinking and coding concepts are being integrated into educational activities to create teaching solutions
- Provide data driven evidence of the effects of computational thinking and coding environments on learning and teaching.
- Describe models that prepare preservice and inservice teachers and university faculty to apply computational thinking and coding concepts in PK-12 and teacher preparation settings and identify factors that contribute to successful implementation of such approaches.
- Describe innovative instructional approaches that involve the development of computational thinking and coding in education, especially in teacher education.
- Make connections for using computational thinking and coding in informal learning environments.
- Provide similar topics of interest related to applying computational thinking and coding for learning in teacher education.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
Yadav, A., Zhou, N., Mayfield, C., Hambrusch, S., & Korb, J. T. (2011, March). Introducing computational thinking in education courses. In Proceedings of the 42nd ACM technical symposium on Computer science education (pp. 465-470). ACM.
How to Submit:
All submissions will go through the regular JDLTE policy of blind review by experts in the area. Visit the journal's Instructions for Authors page for complete guidelines on submitting.