In a recent study published in Journal of Technology and Teacher Education, we interviewed 12 elementary school teachers to probe their understanding of six computational thinking concepts and practices (abstraction, algorithmic thinking, automation, debugging, decomposition, and generalization) and how they see its connections to their math and science teaching. Our findings suggest that teachers see stronger connections between CT and their mathematics instruction than between CT and their science instruction. However, teachers have concerns about bringing CT into their teaching due to limited class time and the difficulties of addressing CT in developmentally appropriate ways. We also found that the connections teachers draw between CT and their math and science instruction could be leveraged in professional development.
