Abstract

Over the past two decades, the integration of computational thinking, as well as information and communications technology within educational programs, has gained importance. A primary obstacle to integrating computational thinking into teaching and learning is the level of teachers' knowledge, skills, and perceptions related to this topic. This study aimed to determine the views of science, technology, engineering, and math (STEM) teachers regarding using information and communications technology within their teaching, emphasizing computational thinking within lessons, and conceptually developing levels of computational thinking skills. Another aim was to examine whether these variables differed according to educational discipline, teaching experience, and graduation factors. Data collection was conducted via an online questionnaire completed by participating teachers. One hundred twenty-one (121) teachers from 38 middle schools (34 public and 4 private) in seven different cities in the Republic of Turkey participated. An F test was used to determine whether selected scales, translated from an ICILS 2018 Teacher Questionnaire, differentiated according to educational discipline, teaching experience, and/or graduation factors. Pearson correlation coefficients were calculated to determine relationships between variables used in data collection. Results indicated that teachers need a sufficient level of education and guidance regarding incorporating information and communications technology into their lessons as well as how to consistently use these tools within their classrooms.

摘要

在过去的二十年中，计算思想以及信息和通信技术在教育计划中的集成已变得越来越重要。将计算思维整合到教学中的主要障碍是与该主题相关的教师知识，技能和认知水平。这项研究旨在确定科学，技术，工程和数学（STEM）教师关于在教学中使用信息和通信技术，在课程中强调计算思维以及从概念上发展计算思维技能水平的观点。另一个目的是检查这些变量是否根据教育学科，教学经验和毕业因素而有所不同。数据收集是通过参与教师完成的在线问卷调查进行的。来自土耳其共和国七个不同城市的38所中学（34所公立和4所私立）的一百一十二（121）名教师参加了这次活动。一个F检验用于确定是否根据教育学科，教学经验和/或毕业因素对从ICILS 2018教师问卷中选择的量表进行了区分。计算皮尔逊相关系数以确定在数据收集中使用的变量之间的关系。结果表明，教师需要充分的教育和指导，以将信息和通信技术纳入他们的课程，以及如何在教室中持续使用这些工具。