Integrating computational thinking through digital creation: The (TPAC)2K model

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-04-28 DOI:10.1016/j.tate.2025.105056

Kathryn MacCallum

引用次数: 0

Abstract

This study investigates how teachers adapt their technological, pedagogical, and content knowledge (TPACK) to integrate computational thinking (CT) across diverse subjects, addressing the challenge of moving students from passive technology users to active creators. Using a participatory action research design, data were collected from 12 high school teachers through reflective journals, lesson plans, and interviews. Using framework analysis, the findings reveal the need for professional development, scaffolding, and interdisciplinary collaboration to support CT integration. The study introduces the (TPAC)²K model, providing a framework for fostering student creativity through digital artefact creation, with implications for teacher training and cross-curricular teaching practices.

查看原文本刊更多论文

通过数字创造整合计算思维：（TPAC）2K模型

本研究探讨了教师如何调整他们的技术、教学和内容知识（TPACK）来整合不同学科的计算思维（CT），解决将学生从被动的技术用户转变为主动的创造者的挑战。采用参与式行动研究设计，通过反思日志、教案和访谈从12名高中教师中收集数据。通过框架分析，研究结果揭示了支持CT整合的专业发展、支架和跨学科合作的必要性。该研究介绍了（TPAC）2K模型，提供了一个框架，通过数字文物创作来培养学生的创造力，对教师培训和跨课程教学实践具有启示意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.