July 26, 2021
July 26, 2021
July 19, 2022
Computers in Education
Computational thinking (CT) has a vital impact on education. Students and educators need to be aware that CT is more than just using technology or computer science; it is a mindset that increases students' ability to recognize solutional implications. Incorporating CT into the educational system is a shared responsibility between decision-makers and educators. All participants have a duty on how to bring CT into classrooms. This study sought to identify CT awareness in different educational roles to suggest a plan to promote CT in Kuwait education institutes. The promoted plan employs the CT Systemic Change Model, developed by ISTE. We utilize the model with the outcome of our CT awareness surveys to recommend a plan that fits the regulations and roles in Kuwait education. The survey derived from the technological pedagogical content knowledge framework; It investigated CT awareness of content knowledge (knowledge of CT concepts), pedagogical knowledge (knowledge of CT purposes, values, and aims), and technological knowledge (knowledge of the technologies and resources that support CT learning). The survey was distributed to students and educators in educational institutes in Kuwait. The results showed high acceptance and awareness, especially among the department heads. The lowest awareness scores were attributed to the administration's roles; therefore, a recommended training that emphasizes the importance of CT in education for the leadership positions then forming a team including the department heads to incorporate the plan into the classroom. Overall, the results of this study can guide promoting CT activities in the Kuwait education system.
Malallah, S., & Alsalmi, K. N., & Weese, J. L. (2021, July), Measuring Awareness of Computational Thinking in Kuwaiti Educational Institutions Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37490
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