Contextual Factors Influencing Access to Teaching Computational Thinking

Autor/inn/en	Kale, Ugur; Akcaoglu, Mete; Cullen, Theresa; Goh, Debbie
Titel	Contextual Factors Influencing Access to Teaching Computational Thinking
Quelle	In: Computers in the Schools, 35 (2018) 2, S.69-87 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kale, Ugur)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2018.1462630
Schlagwörter	Thinking Skills; Rural Urban Differences; Rural Schools; Urban Schools; Teacher Surveys; Educational Technology; Technology Uses in Education; Teacher Competencies; Technological Literacy; Instructional Program Divisions; Access to Computers; Motivation; Statistical Analysis; West Virginia; Georgia; Oklahoma + Suchen Sie Ihr Suchwort? Denkfähigkeit; Stadt-Land-Beziehung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrkunst; Technisches Wissen; psychologische; Motivation (psychologisch); Statistische Analyse
Abstract	This study attempts to determine whether teachers' access to computational thinking (CT) and CT technologies varies by rurality (rural versus urban) of the school county and grade level taught (primary versus secondary). A total of 81 teachers from West Virginia, Georgia, and Oklahoma participated in this survey study. Overall, teachers found CT and CT tools useful and relevant to their teaching and had access to an essential level of technology in schools supporting computational thinking. However, teachers' CT skills and their teaching of CT were limited and varied depending on rurality and grade level. For instance, primary school teachers in rural settings reported significantly lower levels of CT skills than those in urban settings. Findings and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01