![]() J., Jones, B., Belikov, O., Yoshikawa, E., & Perkins, M. Educational Communications and Technology: Issues and Innovations. Emerging research, practice, and policy on computational thinking. Level 2 - knowledge of the PoS - computational thinking. Technology and interactive media as tools in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children, & Fred Rogers Center for early Learning and Children’s Media. Kimmons (Ed.), K-12 technology integration. International Society for Technology Education. Donohue (Ed.), Technology and digital media in the early years: Tools for teaching and learning (pp. Stepping into STEM with young children: Simple robotics and programming as catalysts for early learning. British Journal of Educational Technology, 45(6), 1136–1148. ![]() ![]() Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program. Technology and interactive media in early childhood programs: What we’ve learned from five years of research, policy, and practice. President Trump announces yearly investment of $200M for STEM expansion. Hodges (Eds.), Emerging research, practice, and policy on computational thinking (pp. Teacher transformations in developing computational thinking: Gaming and robotics use in after-school settings. International Journal of Designs for Learning, 1)1, 1–1)1, 8 Retrieved from. The need for design cases: Disseminating design knowledge. Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Journal of Technology and Teacher Education, 21(3), 355–377.īers, M. Ready for robotics: Bringing together the T and E of STEM in early childhood teacher education. New York: Teachers College Press.īers, M. Blocks to robots: Learning with technology in the early childhood classroom. Evaluation data suggests, among other findings, that most learners were able to successfully complete badge requirements that the intervention was effective at helping students improve their understanding of CT that learners generally perceived the materials as effective and that the intervention may be implemented in a variety of ways.ī. The badges, tutorials and some related resources were compiled into the Tech with Kids website ( ) in order to make them accessible for all target learners. In accordance with the needs and desires of the stakeholders, the assessments for the project took the form of open badges, and the training consisted of corresponding tutorials to assist individuals earning those badges. The purpose of this interdisciplinary project was to design and develop training, assessments and credentials to help the learners become competent in teaching computational thinking (CT) and coding in developmentally appropriate ways for their students. This design case documents the creation of open educational resources for preservice and inservice teachers at Brigham Young University (BYU).
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