Anne Ottenbreit-Leftwich

Biographic Data

ID1322086
NAMEAnne Ottenbreit-Leftwich
GIVEN NAMESAnne
FAMILY NAMEOttenbreit-Leftwich
SIGNATUREOTTENBREIT-LEFTWICH A
AFFILIATIONSIndiana University Bloomington
ORCID0000-0002-4055-314X
VERIFIEDYes
TOTAL WORKS24
TOTAL CITATIONS3
AUTHOR COUNT24
EDITOR COUNT0
FIRST PUBLICATION YEAR2006
LATEST PUBLICATION YEAR2025
H-INDEX1

  • Pathways to inclusive early childhood computational thinking education

    Kristina M Tank, Tamara J Moore et al.ARTICLEJournal of Research on Technology…2025

    This study investigates the integration of computational thinking (CT) into early elementary literacy, focusing on kindergarten to second grade students, using multiple representations to understand their ideas of CT. Through clinical task-based interviews with 12 students, we found that concrete manipulatives, pictorial/graphical representations, and language-based strategies were key to facilitating CT comprehension. The findings indicate no si…

  • Advancing Equity and Access

    Open AccessJoshua Childs, Rebecca Zarch et al.ARTICLEReview of Research in Education2024

    Over the past 20 years, there has been a concentrated effort on expanding K–12 pathways, experiences, and access in computer science education (CSEd). Computer science (CS) is a multifaceted discipline within education, and the current emphasis in education policy has focused on how to expand access for K–12 students in CSEd that will lead to increased innovation and bring new participants into the United States labor economy. Industry partners h…

  • Exploring Teacher and Student Stereotypes in a Gender-Inclusive Secondary Computer Science Program

    Open AccessMichael Karlin, Anne Ottenbreit-Leftwich et al.ARTICLETechTrends2024References: 2

  • Computational thinking practices

    Kyungbin Kwon, Minji Jeon et al.ARTICLEJournal of Research on Technology…2023

    The primary goals of this research were to investigate the development of computational thinking (CT) skills among elementary students and to identify areas for improvement in their CT practices. Empirical investigations, accomplished in a learner-centered, problem-based learning curriculum for sixth-graders, sought to examine student proficiency in CT practices by analyzing programs developed by students. A total of 30 students participated in t…

  • Case-Based Learning

    Open AccessYichuan Yan, Anne Ottenbreit-LeftwichARTICLETechTrends2023References: 6

  • Current Experiences and Factors of Future Enrollment in Computer Science for High School Students

    Open AccessHyejeong Lee, Florentina M Closser et al.ARTICLETechTrends2023References: 2

  • How to change a state

    Open AccessAnne Ottenbreit-Leftwich, Rebecca Zarch et al.ARTICLEPolicy Futures in Education2022

    Computer science education has been making dramatic increases in recent years. Across the US, different states are advancing computer science education through different policies. However, as a state makes choices to advance computer science education, it is critical to consider how these policies will broaden participation in computing (BPC). Many have indicated that only white and Asian males (who make up 30% of our population) currently have t…

  • Defining computer science teacher qualification pathways

    Open AccessAnne Ottenbreit-Leftwich, Joshua Childs et al.ARTICLEPolicy Futures in Education2022

    While there has been an increased interest in making computer science a core K-12 academic subject in the United States, there is a shortage of K-12 teachers who can teach computer science. Experts in computer science education have expressed the importance of establishing clear expectations for who should be able to teach CS. To enhance the quality of computer science teachers, clear and consistent preparation and certification pathways are need…

  • Investigating CS Teacher Licensure in Indiana

    Open AccessJacob Koressel, Anne Ottenbreit-Leftwich et al.ARTICLETechTrends2022References: 2

  • Integration of problem-based learning in elementary computer science education

    Open AccessKyungbin Kwon, Anne Ottenbreit-Leftwich et al.ARTICLEEducational Technology Research…2021

  • How Can We Support Online Learning for Elementary Students? Perceptions and Experiences of Award-Winning K-6 Teachers

    Open AccessYin‐Chan Liao, Anne Ottenbreit-Leftwich et al.ARTICLETechTrends2021Cited by: 1References: 1

    K-12 online learning can be advantageous in a variety of circumstances, including inclement weather days and emergency remote teaching. With the lessons learned from the COVID-19 pandemic, many K-12 districts may consider ways to incorporate online learning into their regular school plans after they resume face-to-face instruction. However, the most challenges to online learning seemed to take place at the elementary level. This brings up an impo…

  • Coaching to support teacher technology integration in elementary classrooms

    Open AccessYin‐Chan Liao, Anne Ottenbreit-Leftwich et al.ARTICLETeaching and Teacher Education2021Cited by: 1References: 6

  • Process over product

    Open AccessTheodore J Kopcha, Kalianne L Neumann et al.ARTICLEEducational Technology Research…2020

  • Innovations in Instructional Design and Technology Programs

    Open AccessJane C Richardson, Thomas Brush et al.ARTICLETechTrends2020Cited by: 1

  • Is Digital Inequality a Part of Preservice Teachers' Reasoning About Technology Integration Decisions

    Open AccessJiyoon Jung, Ai-Chu Elisha Ding et al.ARTICLEAmerican Behavioral Scientist2020References: 29

    Teachers' ability to design meaningful uses of technology for all learners in any classrooms has a potential to narrow digital gaps among K-12 students. However, we know little about whether teachers are prepared to consider these issues when making technology integration decisions. This study explored preservice teachers' knowledge use and their considerations about teaching practices related to digital inequality while reasoning about technolog…

  • Teachers’ Self-efficacy Matters

    Open AccessKyungbin Kwon, Anne Ottenbreit-Leftwich et al.ARTICLETechTrends2019References: 8

  • Addressing technology integration concerns

    Open AccessAnne Ottenbreit-Leftwich, Anne Todd Ottenbreit-Leftwich et al.ARTICLEAustralasian Journal of…2018

    Research has identified that pre-service teachers have concerns about technology integration (e.g., their future school would lack technology resources; technology is not applicable in their subject areas). Mentoring has been highlighted as a means of overcoming these concerns. In this study, we present and investigate one strategy – an asynchronous video mentoring session between a class of 199 pre-service teachers and four exemplary award-winni…

  • Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning

    Open AccessPeggy A Ertmer, Anne Ottenbreit-LeftwichARTICLEComputers & Education2013

  • Teacher beliefs and technology integration practices

    Open AccessPeggy A Ertmer, Anne Ottenbreit-Leftwich et al.ARTICLEComputers & Education2012

  • Preparing pre-service teachers to integrate technology in education

    Open AccessJo Tondeur, Johan van Braak et al.ARTICLEComputers & Education2012

  • Teacher value beliefs associated with using technology

    Open AccessAnne Ottenbreit-Leftwich, Anne T Ottenbreit-Leftwich et al.ARTICLEComputers & Education2010

  • Teacher Technology Change

    Peggy A Ertmer, Anne Ottenbreit-Leftwich et al.ARTICLEJournal of Research on Technology…2010

    Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, we discuss the literatu…

  • Knowledge Is Where You Make It

    Jonathan A Plucker, Anne Ottenbreit-Leftwich et al.ARTICLEGifted and Talented International2010

    Additional informationNotes on contributorsJonathan Alan PluckerJonathan Alan Plucker is a Professor of Educational Psychology and Cognitive Science at Indiana University, where he also directs the Center for Evaluation and Education Policy and the Consortium for Education and Social Science Research. Dr. Plucker holds degrees from the University of Connecticut (B.S. in chemistry education; M.A. in educational psychology) and the University of Vi…

  • Preserving the Legacy of PT3 Tools, Strategies & Resources

    Open AccessAnne Ottenbreit-Leftwich, Theresa CullenARTICLETechTrends2006