Integration of computational thinking and programming into science, technology, engineering, and math (STEM) classes is needed to promote students’ learning of twenty-first century skills. Yet, teachers are not equipped to achieve this integration successfully as teacher education curricula do not generally align with this need. With the Covid-19 outbreak, curricula also need to be adapted for online environments. This qualitative study presents the redesign of an educational technology course that introduces programming and computational thinking to STEM preservice teachers for online settings, and explores learning experiences of preservice teachers, in terms of how they combine technological knowledge with pedagogy and content. Data were collected from course artifacts, such as reading responses, coding challenges, and lesson designs and implementations. The findings showed the online course design was helpful in enhancing preservice STEM teachers’ pedagogical approaches of how to teach computational thinking and programming. Offering hands-on coding practices in the course allowed preservice teachers to improve their technological knowledge (programming), and they were able to integrate their technological pedagogical knowledge into their content area and design meaningful lessons. The study offers implications for design of online teacher education courses that promote preservice teachers’ technological pedagogical content knowledge for computational thinking and programming.Implications for practice or policy:The online course design implemented in this study can be adjusted into different contexts, considering that fully-online or blended teacher education courses will still be needed in the future.The design guidelines used in this study can be utilised to develop online teacher education modules for educational technology topics other than programming.The question prompts given to preservice teachers in the study can be refined to trigger deeper reflection on pedagogy of computing education.

中文翻译：

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TPACK 利用：为 STEM 职前教师重新设计的在线教育技术课程

需要将计算思维和编程整合到科学、技术、工程和数学 (STEM) 课程中，以促进学生学习 21 世纪的技能。然而，教师没有能力成功地实现这种整合，因为教师教育课程通常不符合这种需求。随着 Covid-19 的爆发，课程也需要适应在线环境。这项定性研究展示了对教育技术课程的重新设计，该课程向 STEM 职前教师介绍了在线设置的编程和计算思维，并探讨了职前教师如何将技术知识与教学法和内容相结合的学习经验。数据是从课程工件中收集的，例如阅读响应、编码挑战、以及课程设计和实施。研究结果表明，在线课程设计有助于提高职前 STEM 教师在教授计算思维和编程方面的教学方法。在课程中提供动手编码实践使职前教师能够提高他们的技术知识（编程），并且他们能够将他们的技术教学知识整合到他们的内容领域并设计有意义的课程。该研究为在线教师教育课程的设计提供了启示，这些课程可促进职前教师对计算思维和编程的技术教学内容知识。对实践或政策的启示：本研究中实施的在线课程设计可以适应不同的环境，