Developing Confident Computational Thinking through Teacher Twinning Online

Elizabeth Oldham, Pamela Cowan, Richard Millwood, Glenn Strong, Nina Bresnihan, Mags Amond, Lisa Hegarty

Research output: Contribution to journalArticlepeer-review


In view of the current focus on computational thinking in schools, professional development is needed so that teachers can help students acquire the requisite skills. Enhancing teachers' confidence is one important aspect. This article describes a project which offers teachers a playful, supportive introduction to computer programming, using the language Scratch. The project, CTwins (“Coding Twins” or “Computational Thinking wins”), entails teachers working in pairs called ‘twins' to produce an artefact, by communicating and reflecting in an online environment. The theoretical framework uses research on pair programming and working in online communities. An evaluative action research approach in two cycles was undertaken, the first being a pilot. For each cycle, teachers completed surveys to measure confidence pre- and post-participation, posted to the online environment, and participated in a focus group. The article then outlines implementation of the CTwins strategy, presents the findings – teachers' confidence showed gains overall-– and discusses possibilities for future work.
Original languageEnglish
Article number6
Pages (from-to)61-75
Number of pages15
JournalInternational Journal of Knowledge Society Research
Issue number1
Publication statusPublished - 01 Jan 2018


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