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Mobile Learning to Support Computational Thinking in Initial Teacher Education: A Case Study

Mobile Learning to Support Computational Thinking in Initial Teacher Education: A Case Study

Cornelia Connolly, Raquel Hijón-Neira, Seán Ó. Grádaigh
Copyright: © 2021 |Volume: 13 |Issue: 1 |Pages: 15
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781799860440|DOI: 10.4018/IJMBL.2021010104
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MLA

Connolly, Cornelia, et al. "Mobile Learning to Support Computational Thinking in Initial Teacher Education: A Case Study." IJMBL vol.13, no.1 2021: pp.1-15. http://doi.org/10.4018/IJMBL.2021010104

APA

Connolly, C., Hijón-Neira, R., & Grádaigh, S. Ó. (2021). Mobile Learning to Support Computational Thinking in Initial Teacher Education: A Case Study. International Journal of Mobile and Blended Learning (IJMBL), 13(1), 1-15. http://doi.org/10.4018/IJMBL.2021010104

Chicago

Connolly, Cornelia, Raquel Hijón-Neira, and Seán Ó. Grádaigh. "Mobile Learning to Support Computational Thinking in Initial Teacher Education: A Case Study," International Journal of Mobile and Blended Learning (IJMBL) 13, no.1: 1-15. http://doi.org/10.4018/IJMBL.2021010104

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Abstract

Research on the role of mobile learning in computational thinking is limited, and even more so in its use in initial teacher education. Aligned to this there is a need to consider how to introduce and expose pre-service teachers to computational thinking constructs within the context of the subject area they will teach in their future classrooms. This paper outlines a quasi-experimental study to examine the role of mobile learning in facilitating computational thinking development amongst pre-service teachers in initial teacher education. The study enquires if there are significant differences in grades achieved in computational thinking and programming learning when mobile learning is introduced. Findings showed and reaffirmed the positive influence of the mobile applications on the development of computational thinking amongst the pre-service teachers who participated.