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Abstract
Research explored the change in perspectives of K–12 non-STEM discipline teachers regarding coding as an instructional tool. Whether, and to what extent, participants (n = 35) are willing to embrace coding as a teaching and learning strategy was examined. Findings suggest that participants’ perspectives improved as a result of their participation in a series of coding activities that included opportunities for coding, structured reflection, and peer discussion. Results also indicate that a majority of participants (nearly 69%) agree that coding is a critical skill that all educators should address, but many (51%) lack confidence in their ability to integrate coding into their instructional practice. Finally, implications for professional practice are discussed.
Additional information
Notes on contributors
Beverly B. Ray
Beverly B. Ray, PhD, previously taught secondary-level social studies in the United States and has provided technology professional development to teachers around the world since 1998. Her areas of research include current and emerging technologies, including integration of coding into K–12 instruction, social studies and technology integration, and game-based learning. Please address correspondence regarding this article to Beverly B. Ray, Idaho State University, P.O. Box 8059, 921 S. 8th Ave., Pocatello, ID 83204. E-mail: [email protected]
Reenay R. H. Rogers
Reenay R. H. Rogers, PhD, previously taught secondary science learners in the United States and has provided technology professional development to teachers for a number of years. Her areas of research include integration of technology into science learning.
Martha M. Hocutt
Martha M. Hocutt, PhD, previously taught middle school science in the United States and has provided technology professional development to teachers for a number of years. Her areas of research include integration of technology into science learning.