We use cookies to improve your website experience. To learn about our use of cookies and how you can manage your cookie settings, please see our Cookie Policy. By closing this message, you are consenting to our use of cookies.

Journal of Digital Learning in Teacher Education

Call for Papers for a Special Issue on Computational Thinking and Coding for Learning in Teacher Education

Deadline: 1 July 2019

Several professional education organizations have identified computational thinking as a key skill for PK12 students (i.e., Next Gen, Common Core and ISTE). Some educators suggest that computational thinking is a fundamental skill that should be equated with reading, writing and arithmetic (Wing, 2006). It is important to acknowledge that the current lack of an agreed-upon definition of the elements of computational thinking (Zhou, Mayfield, Hambrusch, & Korb, 2011) makes it challenging for teacher educators to develop clear pathways for preservice teachers to develop the requisite Technological Pedagogical Content Knowledge (TPACK) needed to support computational thinking and coding for learning across content areas.
The purpose of this special issue is to compile and present emerging research and practices that provide teacher educators with the knowledge and skills to support preservice and inservice teachers in developing the dispositions, technical skills and instructional strategies needed to incorporate computational thinking and coding for learning meaningfully into their curricula and teaching practices.

Journal of Digital Learning in Teacher Education

Table of Contents for Journal of Digital Learning in Teacher Education. List of articles from both the latest and ahead of print issues.

Language: en-US

Publisher: tandf

Visit Journal Articles

JDLTE seeks articles dealing with Computational Thinking and Coding for Learning in Teacher Education that:

  • Illustrate how computational thinking and coding concepts are being integrated into educational activities to create teaching solutions
  • Provide data driven evidence of the effects of computational thinking and coding environments on learning and teaching.
  • Describe models that prepare preservice and inservice teachers and university faculty to apply computational thinking and coding concepts in PK-12 and teacher preparation settings and identify factors that contribute to successful implementation of such approaches.
  • Describe innovative instructional approaches that involve the development of computational thinking and coding in education, especially in teacher education.
  • Make connections for using computational thinking and coding in informal learning environments.
  • Provide similar topics of interest related to applying computational thinking and coding for learning in teacher education.

Submission guidelines

All submissions will go through the regular JDLTE policy of blind review by experts in the area. Visit the journal's Instructions for Authors page for complete guidelines on submitting.

Latest Tweets