6 Computational Heterogeneity and Teacher Voice

A persistent theme in this book is how heterogeneity in representational and epistemic work is key to understanding how coding can become an integral part of science as practice in the classroom. In this chapter, we focus on the relationship between heterogeneity of computational utterances and teacher voice in an elementary science classroom. Teacher education is beginning to receive attention in educational computing research, in the forms of both teacher professional learning
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and preservice teacher education courses.
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However, longer term investigations of teachers developing their voice in the context of supporting their students' computational utterances in science classrooms have barely received attention. From a phenomenological perspective, we believe that this is an essential and yet largely ignored aspect of educational computing.