Abstract
This study examined how four engineering and technology education teachers infused Computer Science Principles (CSP) and Computational Thinking (CT) practices into their classrooms from an integrated STEM perspective. Two questions guiding this inquiry were: (1) How do engineering and technology education teachers infuse CSP and CT into engineering and technology education? (2) How do engineering and technology education teachers assess students CSP and CT projects that are integrated with engineering and technology education? Data were collected through class observations and semi-structured interviews. Using an instrumental case study approach this study identified key themes; pedagogy, programming, assessment, and problem solving as strategies K-12 teachers should consider when designing instruction that seeks to infuse computer science principles, and computational thinking in engineering and technology education and integrated STEM coursework.
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