期刊名称：Journal of Open, Flexible and Distance Learning
电子版ISSN：1179-7673
出版年度：2020
卷号：24
期号：2
页码：28-42
出版社：DEANZ
摘要：From 2020, the New Zealand technology curriculum will include computational thinking. The new curriculum content is being introduced to students from five-years-old onwards. In preparation for its introduction, online resources have been developed for teachers, including junior teachers (who teach new entrants to year three), that contain progress outcomes, lesson plans, exemplars and assessments. However, it is unclear whether New Zealand junior teachers are sufficiently prepared to teach computational thinking and what factors influence their preparedness to teach the new curriculum. This research explored the experiences of a small group of junior school teachers in the year prior to the official introduction of the technology curriculum. Research findings highlight that factors including professional development, assessment, schoolwide support, and time availability influence the uptake of the computational thinking curriculum by teachers in New Zealand junior classrooms.
关键词：computational thinking; technology curriculum; professional development; New Zealand; junior teachers; K–12
其他关键词：Computational thinking; technology curriculum; professional development; New Zealand; junior teachers; K-12
