Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework used to assess information teaching. However, its application and popularity in practice is limited due to usability and accuracy issues. This study presents a quantitative model called TPACK-Venn, which is based on the graphical calculation of a Venn diagram determined…

One of the fundamental obstacles associated with technology integration into educational settings is classroom management problems. In this sense, it is important to delve into the crucial factors playing key role in classroom management in ICT assisted courses. In this study, the relationship between classroom management in technology-enriched…

Hybrid learning implementation is closely related with technology. In designing hybrid lessons, lecturers need to have both the pedagogical and content-related skills that make the best use of technology so that it also improves the students' skills, including their computational thinking skills. The purpose of this research is to examine whether…

Integrating computational thinking (CT) and/or computer science (CS) into K-12 curricula has the potential to provide learners with early exposure to the possibilities of creation, engagement, and contributions within a technology-driven society. However, in order to weave CT and CS into their existing curricula and classrooms, K-12 teachers need…

The purpose of this study was to examine the pre-service teachers' computational thinking (CT) skills and self-efficacy (SE) towards teaching CT, who attended a course in which educational games were developed in a block-based programming environment and lesson plans were prepared accordingly. The research was conducted with thirty seven…

In this study, the role of science and computational thinking (CT) in teaching self-efficacy and design thinking variables were examined to explain the technological pedagogical content knowledge (TPACK) knowledge forms needed by science teachers for integrated Science, Technology, Engineering and Mathematics (STEM) within the framework of the…

Effective and reliable assessment approaches to computational thinking in secondary education are in demand. This paper uses a guided technological pedagogical content knowledge (TPACK) framework, incorporating a visual execution environment (VEE) and Scratch project for secondary school students as a method to teach and assess computational…

As more states in the USA require elementary schools to offer computer science (CS) education, teachers are expected to master the knowledge and skills to teach CS by integrating computational thinking (CT) into content areas. This study presented a research-practice partnership approach to support elementary teachers in a local school district…

Despite increasing attention to the potential benefits of infusing computational thinking into content area classrooms, more research is needed to examine how teachers integrate disciplinary content and CT as part of their pedagogical practices. This study traces how middle and high school teachers (n = 24) drew on their existing knowledge and…

This paper describes disciplinary computational thinking (CT) interventions within mathematics and science methods courses, an instructional technology course, and a practicum placement for elementary preservice teachers (PSTs). The population included two cohorts of elementary PSTs from fall 2018 (n = 9) and fall 2019 (n = 12). Curricular…

Computational thinking is one of the skills critical for successfully solving problems posed in a technology driven and complex society. The limited opportunities in school settings to help students develop computational thinking skills underscores the need for helping teachers integrate it in their practices. Besides developing the knowledge of…

An ongoing problem for teacher education institutions is bridging the gap between theory and practice and offering authentic experiences to challenge preservice teachers' pedagogical decision-making. Preservice practicums simulate teaching and can, at best, offer controlled experiences in familiar settings. This restricts the opportunities for…

The STEM Literacy in the Classroom to Enable Societal Change project provided professional development for 24 mathematics, science, and science-technology-engineering-and-mathematics (STEM) teachers of grades 6-12. The project included a 2-week summer institute and one follow-up Saturday during the fall semester, for a total of 54 contact hours.…

The purpose of this descriptive case study was to develop pre-service chemistry teachers' Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The study consisted of two phases starting with designing a computational chemistry based learning environment followed by a case study where students'…

This article describes an introductory computational thinking (CT) lesson that was implemented into five educational technology classes at a large university in the southern United States. A total of 88 undergraduate and graduate students participated in the lesson. The project was the result of a collaboration between education faculty and a…