Abstract:
The implementation of the two new digital technological areas within the technology learning
area in the New Zealand curriculum has left schools and teachers with the challenge of
incorporating these new areas into their already full curriculum.
The current study explored these challenges experienced by one Auckland primary
school to assist in implementing one of the two technological areas: computational thinking
(CT). Teachers were provided with two contextually based professional learning and
development sessions, and resources with the aim of developing knowledge of, and
capability in, teaching of CT to their classes using an integrated approach with science.
Teachers at the school shared their experiences of teaching CT using anonymous
questionnaires and focus group interviews, identifying difficulties that hindered their
teaching. The former were used to build a contextualised professional learning intervention
model.
In this study, the need for contextualised and continuous professional learning and
development to equip teachers with greater understanding and self-efficacy is emphasised
to effectively implement digital curriculum requirements. The study noted an increase in
teachers' understanding of, and self-efficacy in, CT through the interventions, which had a
favourable influence on their students' attitudes and comprehension of CT, and integrated
scientific learning experiences. The findings also highlight the considerations that need to be
given to the challenges faced by all teachers with limited time to plan and teach CT, and also
support in using the available resources appropriately.