Abstract
This paper explains a collective case study of pre-service teachers who integrated of STEAM (Science, Technology, Engineering, Arts, Math) and Computational Thinking (CT) with typical pre-K units such as ‘Our Community’. Analysis of the pre-service teachers’ lesson plans and reflections of the lessons showed that lessons integrated with STEAM and CT may be one way pre-K (4-year old’s) teachers have the possibility of differentiating instruction to meet the needs of all young learners, especially DLLs (Dual Language Learners) those whose first language is not the language that instruction (in this case English). This type of integration did not require a new curriculum or materials, rather it was simply a shift of how the pre-service teacher conceptualized the planning and delivery and assessment of instruction. Particular attention on the part of the pre-service teachers was what is meant by the ‘T’ for Technology in STEAM (a tool to solve a problem and this study was an ‘unplugged’ tool like magnifying glass or tweezers) and the elements of CT. Implications of this study are for further study with in-service teachers to investigate the possibility of the same results in addition to studies in different contexts.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Early childhood, Dual language learners, Science, STEM, Computational Thinking
