WIP: Professional Learning in Computational Thinking for Early Childhood Teachers in Latin America

This research to practice work in progress paper explores changes in teachers' knowledge of integrating computational thinking (CT) into early childhood education in a professional learning (PL) initiative. The main goal of the program is to prepare teachers to develop CT practices into early childhood learning environments by fostering several key components: recognizing the significance of CT development from early childhood, applying pedagogical practices (i.e. unplugged activities, Use-Modify-Create), identifying socially constructed roles and stereotypes surrounding toys, implications of screen and device usage in learning, and developing skills to design CT learning activities tailored for their own classroom settings. To achieve our goals, the research team designed, implemented, and evaluated an online 30-hour PL program with educators from Latin American countries. Approximately 80 teachers completed the online PL program. The participating teachers engaged with the PL program weekly by providing written journal reflections. In the final week, they were asked to design a lesson based on what they learned and implement it into their classroom. Teachers completed a pre- and post-survey surrounding their self-efficacy and technological, pedagogical, and content knowledge (TPACK) in CT. Data sources include pre- and post-surveys, teacher journal reflections, and lesson plans developed by teachers. In this paper, we analyzed their journal reflections to qualitatively develop an understanding of how teachers progressed in the PL. The lesson plans will be analyzed to identify: (1) the learning goals for the students, (2) which activities teachers preferred to implement, and (3) how they assessed student learning in CT in their classroom. Preliminary findings demonstrate the types of CT activities they implemented in their classrooms. Teachers also created lessons that met their students' needs which further provides examples of how CT is integrated within the existing curriculum surrounding student interest and culture. Many PL programs often teach about CT concepts, but do not offer a chance to implement a lesson plan and reflect on their experience. This process helps teachers develop self-efficacy for teaching CT in an elementary classroom and teachers reported that they would continue to integrate CT within their future instruction. Also, this program contributes to the reduction of the gender gap in CT, promoting equitable practices in early childhood education.