Thesis abstract:

«p»Primary schools across Australia are required to teach and report on Digital Technologies. Because of its relatively recent introduction to the Australian Curriculum, most teachers have not received preservice training in Digital Technologies and many are still developing the confidence to implement Digital Technologies programs. Studies have found that many teachers are anxious about teaching Digital Technologies and feel that they are not capable of doing so. Most primary school teachers are generalists and making time available for self-directed learning in this area may not be prioritised. Computational thinking, a problem-solving approach that uses human knowledge and digital technologies to address problems, is an important part of the Digital Technologies curriculum. Teachers are not always familiar with the term computational thinking, nor its meaning. In order for teachers to make the connections between the curriculum content, pedagogy and effective use of technology teachers will first need to develop knowledge in these areas. Teachers can be supported by provision of professional learning which includes planning and implementation, technological knowledge and learning about computational thinking which aligns with the TPACK framework bodies of knowledge. This study investigates the bodies of knowledge that would support teachers to implement the computational thinking aspects of the Digital Technologies curriculum in primary school classrooms and how teachers’ computational thinking knowledge can be translated into classroom practice.«/p»