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This paper addresses strategic professional-development issues by describing a set of computational thinking workshops for Foundation to Year 8 teachers at an Australian university. 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Wood\u003Cbr>Macquarie University, [leigh.wood@mq.edu.au](leigh.wood@mq.edu.au)\u003Cbr>Jennifer W.M. Lai\u003Cbr>Macquarie University, [jennifer.lai@mq.edu.au](jennifer.lai@mq.edu.au)\u003Cbr>Cathie Howe\u003Cbr>Macquarie ICT Innovations Centre, [catherine.howe@det.nsw.edu.au](catherine.howe@det.nsw.edu.au)\u003Cbr>Raymond Lister\u003Cbr>University of Technology Sydney, [raymond.lister@uts.edu.au](raymond.lister@uts.edu.au)\u003Cbr>See next page for additional authors |  |\n\nRecommended Citation  \nBower, M., Wood, L. N., Lai, J. W., Howe, C., Lister, R., Mason, R., Highfield, K., & Veal, J. (2017). Improving the Computational Thinking Pedagogical Capabilities of School Teachers. Australian Journal of Teacher Education, 42 (3).  \n[http://dx.doi.org/10.14221/ajte.2017v42n3.4](http://dx.doi.org/10.14221/ajte.2017v42n3.4)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss3/4](http://ro.ecu.edu.au/ajte/vol42/iss3/4)  \nImproving the Computational Thinking Pedagogical Capabilities of School Teachers  \nAuthors  \nMatt Bower, Leigh N. Wood, Jennifer W.M. Lai, Cathie Howe, Raymond Lister, Raina Mason, Kate Highfield, and Jennifer Veal  \nThis journal article is available in Australian Journal of Teacher Education: http://ro.ecu.edu.au/ajte/vol42/iss3/4  \nAustralian Journal of Teacher Education  \nImproving the Computational Thinking Pedagogical Capabilities of School  \nTeachers  \nMatt Bower  \nLeigh N. Wood  \nJennifer W.M. Lai  \nKate Highfield  \nJennifer Veal  \nMacquarie University  \nCathie Howe  \nMacquarie ICT Innovations Centre  \nRaymond Lister  \nUniversity of Technology Sydney  \nRaina Mason  \nSouthern Cross University  \nAbstract: The idea of computational thinking as skills and universal  \ncompetence which every child should possess emerged last decade  \nand has been gaining traction ever since. This raises a number of  \nquestions, including how to integrate computational thinking into the  \ncurriculum, whether teachers have computational thinking  \npedagogical capabilities to teach children, and the important  \nprofessional development and training areas for teachers. The aim of this paper is to address the strategic issues by illustrating a series of computational thinking workshops for Foundation to Year 8 teachers  \nheld at an Australian university. Data indicated that teachers'  \ncomputational thinking understanding, pedagogical capabilities,  \ntechnological know-how and confidence can be improved in a  \nrelatively short period of time through targeted professional learning.  \nIntroduction  \nThis study investigated the challenge of developing teachers’ computational thinking pedagogical capabilities, in order to determine how teachers can be best supported through professional development and resource provision. There has been a growing global interest in introducing computing into the school curriculum (Liu et al., 2011) . Several international professional bodies and initiatives have called for more attention to computational thinking in the curriculum (Voogt et al., 2015) . In particular, the National Science Foundation has assembled educational leaders to bring the concept of computational thinking to the K-12 classroom in the US (Barr, Harrison, & Conery, 2011) . In Australia, it is mandated that all children from Foundation to Year 8 will learn computational thinking in their curriculum, according to the Australian Digital Technologies Syllabus (ACARA, 2012) . In the UK, the change in the school curriculum for students from 5 – 16 also puts a strong focus on computational thinking (Sentance & Csizmadia, 2015) .  \nIn general, computational thinking has been defined as “The process of recognising aspects of computation in the world that surrounds us, an","cbCaigdIv6wpbIDX","https://ap.wps.com/l/cbCaigdIv6wpbIDX","pdf",694230,22,"English","# Abstract\n# Introduction","[{\"question\":\"What problem does the paper focus on regarding computational thinking education?\",\"answer\":\"The study examines how to develop school teachers’ computational thinking pedagogical capabilities and how teachers can be supported through professional development and resource provision.\"},{\"question\":\"How does the paper address the professional development need for teachers?\",\"answer\":\"It illustrates a series of computational thinking workshops for Foundation to Year 8 teachers conducted at an Australian university.\"},{\"question\":\"What evidence does the paper report about the workshops’ impact?\",\"answer\":\"Data indicate that, in a relatively short period, targeted professional learning improves teachers’ computational thinking understanding, pedagogical capabilities, technological know-how, and confidence.\"}]","Improving the Computational Thinking Pedagogical Capabilities of School Teachers - Issue 4 | PDF",1792077808,55]