Professional education organizations have identified computational thinking as a key skill for K12 students (ie. Next Gen, Common Core and ISTE). Some educators even 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 makes it challenging for teacher educators to develop a clear pathway for pre-service 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 pre-service and in service 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.
Wing, J.M. Computational thinking. Commun. ACM 49, 3 (Mar. 2006), 33–35.
Yadav, A. et al. Introducing computational thinking in education courses. In Proceedings of the 42nd ACM Technical Symposium on Computer Science Education (Dallas, TX, Mar. 9–12). ACM Press, New York, 2011, 465–470.
All submissions will go through the regular JDLTE policy of blind review by experts in the area.
Instructions for Submissions
The deadline for submissions is July 1, 2019.