Educators Perspectives on the Role of Computational Technology in Enhancing Cognitive Skills in K-12 Education

Computational technology is prevalent in many high schools and teachers are key stakeholders of learning. Therefore, understanding computational technology from the viewpoint of teachers is important for informing teaching methods and determining the appropriate timing of instructional support. This paper examined educators’ perspectives on the relationship between computational technology in the classroom and the development of students’ cognitive skills. We conducted qualitative, semi-structured interviews and open ended surveys with high school educators. The collected data were analyzed using principle component analysis to thematically group perceptions of technology in relation to learning. Thematic groupings were interpreted in relation to previous literature that focuses on the role of computational skills in student learning at various stages of development. The results show that computational technology needs a prerequisite to be timed well for students. Furthermore, the educators believe that technology positively impacted their students’ learning, and most educators advocate for the use of technology in the classroom as early as possible. The study recommends a systematic approach to computational technology in the classroom, especially one that introduces high school students to early problem solving, as an effective means to sharpen students’ cognitive abilities. This study is also significant because it provides a guide for education policymakers on the perspectives to consider when honing cognitive abilities in grade school, with a focus on technology’s role in enhancing learners’ computational ability.