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Voices of Elementary Computer Science Teachers: Computer Science Integration Rationales and Practices

Published: 25 October 2024 Publication History

Abstract

Objectives. Computer Science (CS) education has become increasingly prevalent in elementary schools because of multiple rationales, such as the importance of computational literacy and the growing demand for CS-related workforce preparation. As elementary CS standards continue to be adopted by many states, more examples and voices from the field may help educators understand what effective computational thinking (CT)/CS integration looks like in practice. Method. We employed a descriptive qualitative approach to study eight award-winning K-8 CS teachers and aimed to answer three research questions: (1) What were elementary CS teachers’ rationales for CT/CS integration? (2) How do elementary CS teachers integrate CT/CS into their classroom practices? (3) What are the needs of CS teachers for meaningful CT/CS integration in elementary schools? Data were collected through interviews, a questionnaire, and artifacts and analyzed using thematic analysis. Findings. Our findings of elementary CS teachers’ rationales for CT/CS integration encompassed its essential nature as a literacy skill, its potential to promote equity in education, and its alignment with standards across various disciplines. To support CT/CS integration at the elementary level, CS teachers described important aspects with examples from their instructional practices: (a) Real-world applications; (b) hands-on activities; (c) strategies to scaffold and guide student learning; (d) collaboration with classroom teachers; and (e) support from professional development (PD). Conclusion. The study results shared CS teachers’ voices from practice and shed light on the urgent need for more support and PD opportunities for both homeroom teachers and CS teachers in elementary schools, as well as the crucial need for multiple levels of support within K-12 school systems. Continuous efforts in creating systematic and sustainable PD plans and supporting collaborative professional communities for teachers within the instructional context are a must to help prepare our elementary students with the essential CS knowledge and skills they need to thrive in this technology-rich society.

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    cover image ACM Transactions on Computing Education
    ACM Transactions on Computing Education  Volume 24, Issue 4
    December 2024
    152 pages
    EISSN:1946-6226
    DOI:10.1145/3613731
    • Editor:
    • Amy J. Ko
    Issue’s Table of Contents

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    Association for Computing Machinery

    New York, NY, United States

    Publication History

    Published: 25 October 2024
    Online AM: 16 August 2024
    Accepted: 19 July 2024
    Revised: 30 June 2024
    Received: 01 September 2023
    Published in TOCE Volume 24, Issue 4

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    1. Computer science education
    2. Computational thinking
    3. Elementary education
    4. Integrated computing

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