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Seungki Shin

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Clinical Assistant Professor
Faculty, TEMPE Campus, Mailcode 5411
Biography

Dr. Shin is a clinical assistant professor of K-12 computer science education at Mary Lou Fulton Teachers College. He has taught theory and methodology of computer science education for pre-service teachers at thenational university of education in South Korea and also trained in-service teachers in K-12 schools on instructional design with computational thinking. Shin is pleased to be part of MLFTC where he helps pre-service teachers learn about and use computational thinking with creativity to solve problems in education.

Shin taught elementary school in South Korea where he also served as the director of computer science education for his school. He went on to help develop and evolve the nation-wide curriculum for computer science education, working for the South Korean government, and conducting research on the 1,600 schools modeling the new curriculum.   

Education
  • Ph.D., Learning, Design and Technology, University of Georgia, 2017
  • M.Edu., Computer Education, Daegu National University of Education, South Korea, 2012
  • M.Eng., Information and Communication Engineering, Ajou University, South Korea, 2009
  • B.Edu., Computer Education and Elementary Education(Double Major), Korea National University ofEducation, South Korea, 2007
Research Interests

Guiding research questions:

  • How can we use computational thinking with creativity to solve problems in education?
  • How do K-12 students’ cognitive thought process in problem-solving evolve from Block-based Educational Programming Language (B-EPL; a more introductory form of coding) to Text-based Educational Programming Language (T-EPL; coding that allows for more control and creativity)?

 

 

Dr. Shin is interested in using computational thinking with creativity in education to solve problems.  Shin understands that computational thinking is one of the key strategies for the 21st century as a thinking process to develop creativity and problem-solving skills. There are three representative ways to develop computational thinking: making algorithm for problem-solving; unplugged programming; and physical computing. Since the computational thinking is the thinking process to solve the problem, teachers’ role is rather important for students than other skills. 

 

Given his understanding for the need to use creative problem-solving, Shin has applied a creativity perspective to an instructional model he developed for computational thinking for elementary robotics education. As creativity needs both divergent and convergent thinking, he developed the instructional model to integrate boththinking processes for computational thinking. Shin’s model has worked well for computational thinking and creativity at the elementary level, and he will be adapting and piloting the model for use in middle and high school instruction. Shin is interested in examining the best way for cognitive thinking process in problem-solving be transferred from Block-based Educational Programming Language(B-EPL) (a more introductory way to code through stacking the programable blocks) to Text-based Educational Programming Language (T-EPL) (“real coding” which allows for greater control and more creativity) through learning-by-doing based on the constructivism.

 

 

Spring 2020
Course NumberCourse Title
EDT 180TechLtrcy Prblm Slvng DigTech
EDT 494Special Topics
EDT 598Special Topics
Fall 2019
Course NumberCourse Title
EDT 180TechLtrcy Prblm Slvng DigTech
SPF 301Culture and Schooling