Transformative Computing Education: A Four-Year Exploratory Case Study of Teacher Perceptions Towards Elementary Computer Science Integration

Despite recent expansions in K-12 computer science (CS) education, entrenched equity gaps persist, and elementary students are notably underserved. Early experiences shape identities and interests, yet best practices for elementary CS remain understudied. Over four years, this study explored elementary teacher perceptions of both the learning experiences offered in CS education and the reported impact of those experiences on teacher perceptions of their students. Results indicate that high-quality, integrated CS experiences have the potential to transform both the student learning experiences as well as teacher perceptions of what students can accomplish. The results have significant bearing for broadening participation in CS education and creating a more equitable CS landscape.