Date of Award

2021

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Administrative and Instructional Leadership

First Advisor

Rosalba Corrado Del Vecchio

Second Advisor

Erin M. Fahle

Third Advisor

Seokhee Cho

Abstract

The 21st century has seen a rapid growth in technological use in schools. Many schools now use computers and other digital devices in order to meet the academic needs of their students. The purpose of this qualitative study was to explore the benefits and barriers that K-8 educators experienced when integrating or teaching coding curriculum in their classrooms. This qualitative phenomenological study, informed by the Zais model of curriculum design (1976), Johnson (1977), and Beauchamp’s curriculum theory (1968), involved data collection through semi-structured interviews with six K-8 teachers, one instructional leader, one middle school principal, one assistant superintendent, and one superintendent, as well as completing a focus group with five participants. A document analysis that examined the coding curriculum and processes of the school was also completed. The results of the study found five themes that emerged from the data set that highlighted instances of how coding is integrated and taught in the classroom, the benefits associated with coding, the barriers associated with coding, and how K-8 educators overcame barriers that were experienced during the process.

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