Computational Thinking in Classrooms - A Study of a PD for STEM Teachers in High-Needs Schools - Abstract

Oct 15, 2026

A mixed-methods study investigates how a professional development (PD) model builds K-12 teacher capacities with a focus on computational thinking (CT) in high-needs schools. The study analyzes pre- and posttest results from 25 participating teachers, finding positive outcomes in teachers’ CT skill development. Thematic analysis identifies learner-centered multidisciplinary approaches, differentiated learning, and unplugged activities in teachers’ lesson plans. Recommendations include extending PD duration, using blended learning, and strengthening collaboration.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Introduction

Related Literature

Defining CT

| Volume 45(3) | Fall/Automne 2019 | | --- | --- | Computational Thinking in Classrooms: A Study of a PDfor STEM Teachers in HighNeeds Schools Pensée informatique dans les salles de classe: Une étude d'un PD pour lesenseignants STEM dans les écoles à besoins élevés Qing Li, Towson University Laila Richman, Towson University Sarah Haines, Towson University Scot McNary, Towson University Abstract This study explores the influence of a professional development (PD) model aiming to build teacher capacities for K-12 schools. It examines the impact of this PD on teachers’ learning of content and pedagogical knowledge related to computational thinking (CT) . It also investigates the lessons learned during the implementation process. This mixed-methods study examined 25 teachers who participated in the PD. The pre-and posttest analysis showed positive outcomes ofthis PD in helping teachers learn CT skills. The thematic analysis of the qualitative data identified themes to reveal how teachers integrate CT into their lesson plans and classroom practices, as well as lessons learned. Learner-centered multidisciplinary approaches, differentiated learning, and unplugged activities were three main themes identified in teacher created lesson plans. Specific recommendations based on the lessons learned include offering PD over an extended period of time, blended learning, and promoting collaboration. Résumé Les concepteurs pédagogiques sont dans une position unique pour exercer un leadership et unsoutien pour l'avancement des nouvelles technologies et pratiques. Pourtant, une recherche documentaire révèle un manque de recherche sur les rôles actuels et potentiels des concepteurspédagogiques en ce qui concerne l'intégration et la promotion de pratiques éducatives ouvertes dans leurs établissements d'enseignement supérieur. Dans le contexte des nouvelles pratiques éducatives ouvertes, une enquête et des entretiens ont été menés auprès de concepteurs CJLT/RCAT Vol. 45(3) pédagogiques pour établir, à partir de leur expérience et de leurs pratiques, leurs rôles et leur potentiel pour supporter des pratiques éducatives ouvertes (OEP), y compris les ressources éducatives libres (OER) . Parmi les résultats de l'analyse, il a été constaté que, bien que les concepteurs pédagogiques soient fortement conscients et désireux de défendre les OEP dans leurs établissements, leur capacité à aller de l'avant était limitée par des obstacles perçus tels que le manque de mandats pertinents et la non reconnaissance de la charge de travail professionnelle additionnelle, le développement de politiques et de financement, la sensibilisation et le soutien au leadership. De plus, des écarts ont été identifiés entre ce qu'ils apprécient le plus au sujet des OEP, comme la mise en œuvre de pédagogies innovantes, et ce qu'ils pourraient réellement initier et supporter en pratique (adopter et soutenir les OER) . Ils ont souligné le manque d'opportunités formelles d'apprentissage au regard des OEP et ont révélé que leurs principales sources d'apprentissage et de soutien étaient de nature informelle, acquises par le biais de leurs réseaux et collaborations avec des pairs. Introduction Computational thinking (CT) has gained growing attention in recent years from various groups, acknowledging that it has become a new “basic skill” that every K-12 student needs to master. A significant challenge for CT education is the lack of time for stand-alone CT courses (Williams, 2017) . Integrating CT into existing curriculum in PreK-12 classrooms to help students develop such basic skills has a great potential to address this challenge (Williams, 2017; Yadav, Stephenson, & Hong, 2017) . However, basic development of curricula and adequate preparation of teachers for CT skills are still works in progress (Grover & Pea, 2013) . How CT can be best integrated into K-12 subjects other than computer science is still unknown (Voogt, Fisser, Good, Mishra, & Yadav, 2015) . W

FAQs

What is the main purpose of the professional development (PD) model studied in the paper?

It aims to build K-12 teacher capacities, with a special focus on integrating computational thinking (CT) in classrooms in high-needs schools.

How many teachers participated, and what did the pre- and posttest results show?

Twenty-five teachers participated. Pre- and posttest analysis showed positive outcomes, indicating teachers learned CT skills through the PD.

What themes were found in teachers’ lesson plans for integrating CT?

The main themes included learner-centered multidisciplinary approaches, differentiated learning, and unplugged activities.

Oct 15, 2026

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