Improvement of Pre-Service Teachers’ Computational Thinking Skills through an Educational Technology Course

Abstract

This study examines the improvement of pre-service teachers’ computational thinking skill levels through an educational technology course redesigned within the computational thinking context. 27 pre-service teachers from the Literacy Education Program enrolled in the Instructional Technologies and Material Development course in a public university in Turkey. Pre-service teachers engaged in some structured activities throughout the course and they were asked to complete a final project. Pre and post-survey results showed that pre-service teachers’ algorithmic thinking skills and computational thinking skills in general were improved after the course. Analysis of final projects also showed that pre-service teachers were able to use their problem solving, algorithmic thinking, and collaborative skills. However, they had difficulty in using their critical thinking skills and creativity. Findings have implications for the design of an educational technology course that pre-service teachers comprehend and practice computational thinking concepts.