Integrating computational thinking through digital creation

The (TPAC)2K model

Bibliographic Data

ID12083364
AuthorsKathryn MacCallum (0000-0003-3844-7628, University of Canterbury, corresponding author)
Year2025
Volume161
Pages105056-105056
Publication date2025-04-28
Open AccessYes
TypeARTICLE
VenueTeaching and Teacher Education (JOURNAL)
Journal identifiersISSN: 0742-051X • E-ISSN: 1879-2480
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.tate.2025.105056
OpenAlexW4409871200
LanguageEN
Citations received2
References cited17

This study investigates how teachers adapt their technological, pedagogical, and content knowledge (TPACK) to integrate computational thinking (CT) across diverse subjects, addressing the challenge of moving students from passive technology users to active creators. Using a participatory action research design, data were collected from 12 high school teachers through reflective journals, lesson plans, and interviews. Using framework analysis, the findings reveal the need for professional development, scaffolding, and interdisciplinary collaboration to support CT integration. The study introduces the (TPAC) 2 K model, providing a framework for fostering student creativity through digital artefact creation, with implications for teacher training and cross-curricular teaching practices. • TPACK model lacks focus on digital engagement's impact on modern teaching. • Computational thinking fosters digital creation, extending beyond traditional CT skills. • Adopting student-constructed artefacts needs teachers' new knowledge and approaches. • The proposed (TPAC) 2 K Model redefines teachers' role in supporting digital creation

Computational Thinking · Mathematics education · Computer Science · Educational Games and Gamification · Psychology · Teaching and Learning Programming