Integrating CT/CS into a Teacher Education Program: A Year-Long PD

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Published: Jun 13, 2025
DOI: https://doi.org/10.13001/jtilt.v4i1.9349
Keywords:
Computational Thinking, Computer Science, Faculty, Preservice Teachers, Professional Development

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Irene Bal
Loyola University Maryland
Karen Terrell
Loyola University Maryland
https://orcid.org/0000-0003-1094-5940
Hoang Bui
Loyola University Maryland
Stacy Williams
Loyola University Maryland
https://orcid.org/0009-0000-6927-2694

Abstract

This grant-funded, year-long professional development (PD) for higher education faculty focused on integrating computational thinking (CT) and computer science (CS) in preservice teacher education courses. A full-day PD was followed-up by four 15-minute PD sessions held during the Teacher Education Department (TED) meetings, supporting all TED faculty. A PD spinoff initiative, “Focused Faculty,” supported five TED faculty in planning and implementing a CT/CS lesson in one of their courses in Spring 2024. Multiple materials and activities were utilized in this PD including Scratch Jr., Scratch, Code.org, micro:bits, unplugged activities, machine learning, makerspaces, and literacy integration.

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How to Cite
Bal, I., Terrell, K., Bui, H., & Williams, S. (2025). Integrating CT/CS into a Teacher Education Program: A Year-Long PD. Journal of Technology-Integrated Lessons and Teaching, 4(1), 74–95. https://doi.org/10.13001/jtilt.v4i1.9349
Issue
Vol. 4 No. 1 (2025): Journal of Technology-Integrated Lessons and Teaching
Section
Article
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biographies

Irene Bal, Loyola University Maryland

Irene A. Bal is an Assistant Teaching Professor of Learning Design & Technology at Loyola University Maryland with research interests in microlearning, micro-credentials, teacher professional development, computational thinking and computer science for preservice and inservice teachers, and innovative PK-12 classroom practices and technology.

Karen Terrell, Loyola University Maryland

Karen L. Terrell is the Assistant Professor of Mathematics Education at Loyola University Maryland, as well as a Faculty Associate for the Center for Equity, Leadership, and Social Justice in Education. Her specialties include content and language integration, mathematics education, technology, and assessment for diverse learners. Dr. Terrell is currently the Editor of MCTM’s journal, The Banneker Banner; Junior Co-Chair of the Research of Mathematics Education SIG of AERA; and a member-at-large for the Association of Maryland Mathematics Teacher Educators. She also serves on the Newsletter Working Group of the Bilingual Education Research SIG of AERA and a member of the TLC4ME Consortium, a nationwide research group for multilingual learners.

Hoang Bui, Loyola University Maryland

Hoang Bui is an Associate Professor in the Computer Science Department at Loyola University Maryland. He received a B.S. and M.S. in Computer Science in 2004 and 2007 from Midwestern State University. He received his Ph.D. in Computer Science in 2012 from the University of Notre Dame. From 2012 to 2015, he worked as a post-doctoral researcher at Rutgers University. After that, he spent seven years at Western Illinois University, often teaching programming and system courses. In addition to teaching, his research interests are computing education, big data storage, high-performance computing, and parallel and distributed systems.

Stacy Williams, Loyola University Maryland

Stacy Williams is a Clinical Professor and the Teacher Education Department Chair at Loyola University Maryland. She began her career teaching high school biology and mentoring early career teachers and is now dedicated to preparing teachers who will advocate for equitable and anti-racist education for all.