The positive influence of creative computing on preservice elementary teachers’ beliefs about teaching computing in elementary school

Bibliographic Data

ID21744179
AuthorsElena Novak (0000-0003-0873-2081, Kent State University, corresponding author), Janet Tassell (0000-0002-4504-9233, Western Kentucky University), Janet Lynne Tassell (Western Kentucky University), Chia-Ling Kuo (Kent State University), Chia‐Ling Kuo (0000-0003-4452-2380, Kent State University)
Year2025
Pages1-15
Publication date2025-07-10
Open AccessNo
TypeARTICLE
VenueJournal of Research on Technology in Education (JOURNAL)
Journal identifiersISSN: 1539-1523 • E-ISSN: 1945-0818
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15391523.2025.2529191
OpenAlexW4412172645
LanguageEN
References cited34

Elementary educators often lack the preparation, confidence, and belief in the value of computer science (CS) essential for teaching computing, negatively impacting their inclination to teach computing. Integrating creativity into computing education can enhance CS learning and attitudes. This pre-/posttest mixed methods study integrated a Creative Computing instructional module into an online educational technology course to improve preservice elementary teachers’ CS learning experiences and CS teaching beliefs. Participants reported significantly higher CS teaching beliefs and non-significant computational thinking efficacy post-module. Qualitative data revealed that many participants would use Scratch in their future classrooms, though many found computational thinking challenging

Mathematics education · Pedagogy · Primary education · Child Development and Digital Technology · Computer Science · Educational Games and Gamification · Psychology · Teaching and Learning Programming

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