Author Identifier (ORCID)
David A. Martin: https://orcid.org/0000-0002-4094-591X
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.
Keywords
3C Model, coding, computational thinking, pedagogy, teacher education
Document Type
Journal Article
Date of Publication
12-1-2026
Volume
15
Issue
1
Publication Title
Journal of New Approaches in Educational Research
Publisher
Springer
School
School of Education
RAS ID
91595
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Curtis, P., Carey, M. D., McMaster, N., & Martin, D. A. (2026). Advancing digital technology teacher education through the 3C model. Journal of New Approaches in Educational Research, 15. https://doi.org/10.1007/s44322-026-00056-1