Bringing computational thinking into classrooms: a systematic review on supporting teachers in integrating computational thinking into K-12 classrooms

Although computational thinking (CT) is becoming increasingly prevalent in K-12 education, many teachers find it challenging to integrate it with their classroom learning. In this systematic review, we have reviewed empirical evidence on teachers’ computational-thinking-focused professional developm...

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Bibliographic Details
Published in:	International journal of STEM education Vol. 11; no. 1; pp. 51 - 18
Main Authors:	Liu, Zhichun, Gearty, Zarina, Richard, Eleanor, Orrill, Chandra Hawley, Kayumova, Shakhnoza, Balasubramanian, Ramprasad
Format:	Journal Article
Language:	English
Published:	Cham Springer International Publishing 01-12-2024 Springer Nature B.V SpringerOpen
Subjects:	Classrooms Computational thinking Computer applications Education Educational Technology K-12 Learning Mathematics Education Problem solving Professional development Review Science Education Systematic review Teacher education Teacher professional learning Teachers Teaching methods Computational thinking K-12 Systematic review Teacher professional learning
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Summary:	Although computational thinking (CT) is becoming increasingly prevalent in K-12 education, many teachers find it challenging to integrate it with their classroom learning. In this systematic review, we have reviewed empirical evidence on teachers’ computational-thinking-focused professional development (PD). The findings depict the landscape of what has been done in terms of how PDs have been designed, how CT has been conceptualized, how learning outcomes have been assessed, and how teachers have been supported in integrating CT into their teaching practices. We have further summarized the lessons learned from the PDs and discussed the gaps as the field moves forward. These findings shed light on supporting teachers as the first step to creating an effective model for CT learning and development in K-12 education.
ISSN:	2196-7822 2196-7822
DOI:	10.1186/s40594-024-00510-6