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Published VersionCC BY V4.0, Open Access
Journal article
Advancing digital technology teacher education through the 3C model
Journal of New Approaches in Educational Research , Vol.15(1), pp.1-19
2026
Appears in UniSC Supported Open Access Outputs
Abstract
The integration of digital technologies into teacher education is a significant development to prepare educators for the demands of contemporary classrooms. However, current teacher education programs often fall short in supporting pre-service teachers to understand the pedagogical shift toward embedding coding and computational thinking (CT) skills. In response, this paper presents the 3C Model (Context, Capabilities and Computational focus), a research-informed pedagogical framework designed to support pre-service and in-service teachers in delivering structured, curriculum-aligned instruction in coding and CT. Drawing on recent research, its findings, and its implementation in teacher education contexts, the 3C Model is presented as an innovative and adaptable instructional approach, supported by an activity sequencing guide and example cross-curricular lesson plans. Grounded in established learning theories, the model addresses limitations in existing frameworks while providing practical guidance for application in classroom contexts. Prior initial investigations within teacher education coursework offer preliminary insights into the model’s utility in supporting pre-service teachers’ pedagogical development and readiness to teach coding and CT skills.
Details
- Title
- Advancing digital technology teacher education through the 3C model
- Authors
- Peter Curtis - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessMichael D Carey - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessNatalie McMaster (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessDavid A Martin - Edith Cowan University
- Publication details
- Journal of New Approaches in Educational Research , Vol.15(1), pp.1-19
- Publisher
- Universidad de Alicante, Grupo de Investigacion EDUTIC - ADEI
- Date published
- 2026
- DOI
- 10.1007/s44322-026-00056-1
- ISSN
- 2254-7339
- Copyright note
- This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Data Availability
- There was no data collected for this study. Supplementary materials are available on the OSF data repository.
- Organisation Unit
- Centre for Support and Advancement of Learning and Teaching; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 991206279102621
- Output Type
- Journal article
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