{"title":"利用计算思维参与清单支持包容性计算思维途径","authors":"Merijke Coenraad, Alessandra Rangel, Kyle Dunbar","doi":"10.1080/15391523.2024.2398520","DOIUrl":null,"url":null,"abstract":"Based in a research-practice partnership around district-wide computational thinking (CT) Pathways, this paper explores how six districts utilized the CT Engagement Inventory to examine if and how ...","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"7 1","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Utilizing a computational thinking engagement inventory to support inclusive computational thinking pathways\",\"authors\":\"Merijke Coenraad, Alessandra Rangel, Kyle Dunbar\",\"doi\":\"10.1080/15391523.2024.2398520\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Based in a research-practice partnership around district-wide computational thinking (CT) Pathways, this paper explores how six districts utilized the CT Engagement Inventory to examine if and how ...\",\"PeriodicalId\":47444,\"journal\":{\"name\":\"Journal of Research on Technology in Education\",\"volume\":\"7 1\",\"pages\":\"\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2024-09-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research on Technology in Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/15391523.2024.2398520\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research on Technology in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/15391523.2024.2398520","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
Utilizing a computational thinking engagement inventory to support inclusive computational thinking pathways
Based in a research-practice partnership around district-wide computational thinking (CT) Pathways, this paper explores how six districts utilized the CT Engagement Inventory to examine if and how ...
期刊介绍：
The Journal of Research on Technology in Education (JRTE) is a premier source for high-quality, peer-reviewed research that defines the state of the art, and future horizons, of teaching and learning with technology. The terms "education" and "technology" are broadly defined. Education is inclusive of formal educational environments ranging from PK-12 to higher education, and informal learning environments, such as museums, community centers, and after-school programs. Technology refers to both software and hardware innovations, and more broadly, the application of technological processes to education.
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