Title: Computer Science Principles for Teachers of Deaf Students.
A major goal of AP Computer Science Principles (CSP) is equity, that is, that all students should have the opportunity to learn computer science at a basic level. In this experience report, we explore how well the Code.org version of AP CSP meets the needs of Deaf students. We report on a professional development workshop for 14 teachers that teach at schools for the Deaf or in Deaf programs in mainstream schools. These schools and programs use the bilingual approach to teaching with instruction in American Sign Language (ASL) and other resources (e.g., textbooks, workbooks, videos, websites, computer apps, exams) in English. Synthesizing the experiences and advice of the teachers and workshop staff, we offer lessons learned for CS teachers in schools for the Deaf and Deaf programs in mainstream schools, mainstream CS teachers who may have one or a few Deaf students in their classes, and AP CSP content providers.
Index Terms—Computer Science Principles, Deaf, English Language Learners, Bilingual, Professional Development more »« less
Ladner, R. E.(
, RESPECT ’20: Research on Equity and Sustained Participation in Engineering, Computing, and Technology.)
null
(Ed.)
A major goal of AP Computer Science Principles (CSP) is equity, that is, that all students should have the opportunity to learn computer science at a basic level. In this experience report, we explore how well the Code.org version of AP CSP meets the needs of Deaf students. We report on a professional development workshop for 14 teachers that teach at schools for the Deaf or in Deaf programs in mainstream schools. These schools and programs use the bilingual approach to teaching with instruction in American Sign Language (ASL) and other resources (e.g., textbooks, workbooks, videos, websites, computer apps, exams) in English. Synthesizing the experiences and advice of the teachers and workshop staff, we offer lessons learned for CS teachers in schools for the Deaf and Deaf programs in mainstream schools, mainstream CS teachers who may have one or a few Deaf students in their classes, and AP CSP content providers.
Index Terms—Computer Science Principles, Deaf, English Language Learners, Bilingual, Professional Development
The surge of interest in K-12 computer science (CS) over the past decade has led to a deep need for a corresponding expansion of trained teachers. The primary focus of most K-12 CS teacher professional development has been for current in-service teachers who have little background in CS. To raise the importance of CS within Colleges of Education, we believe that new pathways and experiences are needed for pre-service Education majors to learn more about authentic CS topics and pedagogy. This experience report summarizes our efforts over the past two years to prepare Secondary Math Education (SEMA) majors to teach AP CS Principles (AP CSP). Our approach consists of the following curricular activities: 1) a two-course sequence, with the first course mapping to the content topics of the AP CSP Curriculum Framework, and the second course consisting of a reflection of CS methods and pedagogy, including opportunities for SEMA students to develop and present their own AP CSP lesson plans; 2) opportunities for SEMA students to observe AP CSP classrooms in local high schools through our partnership with experienced AP CSP teachers; 3) summer participation in a College Board AP Summer Institute for AP CSP, and 4) a six-week ETS Praxis CS preparation modules-based course, offered to both pre-service SEMA students and in-service teachers. We summarize our lessons learned and present results that suggest our approach is preparing pre-service students with pedagogical and content knowledge that meets or exceeds current in-service training models (including an analysis of recent Praxis results for CS certification in our state).
Stefik, Andreas; Ladner, Richard E.; Allee, William; Mealin, Sean(
, Proceedings Article published 2019 in Proceedings of the 50th ACM Technical Symposium on Computer Science Education - SIGCSE '19)
The College Board's AP Computer Science Principles (CSP) content has become a major new course for introducing K-12 students to the discipline. The course was designed for many reasons, but one major goal was to broaden participation. While significant work has been completed toward equity by many research groups, we know of no systematic analysis of CSP content created by major vendors in relation to accessibility for students with disabilities, especially those who are blind or visually impaired. In this experience report, we discuss two major actions by our team to make CSP more accessible. First, with the help of accessibility experts and teachers, we modified the entire Code.org CSP course to make it accessible. Second, we conducted a one-week professional development workshop in the summer of 2018 for teachers of blind or visually impaired students in order to help them prepare to teach CSP or support those who do. We report here on lessons learned that are useful to teachers who have blind or visually impaired students in their classes, to AP CSP curriculum providers, and to the College Board.
Broneak, Cassandra; Rosato, Jennifer(
, ICER 2021: Proceedings of the 17th ACM Conference on International Computing Education Research)
null
(Ed.)
To meet the rising demand for computer science (CS) courses, K-12 educators need to
be prepared to teach introductory concepts and skills in courses such as Computer
Science Principles (CSP), which takes a breadth-first approach to CS and includes
topics beyond programming such as data, impacts of computing, and networks. Educators
are now also being asked to teach more advanced concepts in courses such as the College
Board's Advanced Placement Computer Science A (CSA) course, which focuses on advanced programming using Java and includes topics such as objects, inheritance, arrays, and recursion. Traditional CSA curricula have not used content or pedagogy designed to
engage a broad range of learners and support their success. Unlike CSP, which is attracting
more underrepresented students to computing as it was designed, CSA continues to enroll
mostly male, white, and Asian students [College Board 2019, Ericson 2020, Sax 2020].
In order to expand CS education opportunities, it is crucial that students have an
engaging experience in CSA similar to CSP. Well-designed differentiated professional
development (PD) that focuses on content and pedagogy is necessary to meet individual
teacher needs, to successfully build teacher skills and confidence to teach CSA, and
to improve engagement with students [Darling-Hammond 2017]. It is critical that as
more CS opportunities and courses are developed, teachers remain engaged with their
own learning in order to build their content knowledge and refine their teaching practice
[CSTA 2020]. CSAwesome, developed and piloted in 2019, offers a College Board endorsed
AP CSA curriculum and PD focused on supporting the transition of teachers and students
from CSP to CSA. This poster presents preliminary findings aimed at exploring the
supports and challenges new-to-CSA high school level educators face when transitioning
from teaching an introductory, breadth-first course such as CSP to teaching the more
challenging, programming-focused CSA course. Five teachers who completed the online
CSAwesome summer 2020 PD completed interviews in spring 2021. The project employed
an inductive coding scheme to analyze interview transcriptions and qualitative notes
from teachers about their experiences learning, teaching, and implementing CSP and
CSA curricula. Initial findings suggest that teachers’ experience in the CSAwesome
PD may improve their confidence in teaching CSA, ability to effectively use inclusive
teaching practices, ability to empathize with their students, problem-solving skills,
and motivation to persist when faced with challenges and difficulties. Teachers noted
how the CSAwesome PD provided them with a student perspective and increased feelings
of empathy. Participants spoke about the implications of the COVID-19 pandemic on
their own learning, student learning, and teaching style. Teachers enter the PD with
many different backgrounds, CS experience levels, and strengths, however, new-to-CSA
teachers require further PD on content and pedagogy to transition between CSP and
CSA. Initial results suggest that the CSAwesome PD may have an impact on long-term
teacher development as new-to-CSA teachers who participated indicated a positive impact
on their teaching practices, ideologies, and pedagogies.
Ericson, Barbara; Hoffman, Beryl; Rosato, Jennifer(
, Proceedings of the 15th Workshop on Primary and Secondary Computing Education)
null
(Ed.)
CSAwesome is a new approved curriculum and professional development (PD) provider
for the Advanced Placement (AP) Computer Science (CS) A high school course. AP courses
are taken by secondary (typically ages 14-19) students for college placement and/or
credit. CSAwesome's free curriculum and teacher resources were developed in 2019 by
adapting the CSA Java Review ebook on the open-source Runestone platform. The goals
of CSAwesome are to broaden participation in the AP CSA course and to support new-to-CS
students and teachers as they transition from the AP Computer Science Principles (CSP)
course to the AP CSA course by using inclusive teaching practices and curriculum design.
The AP CSP course is equivalent to a first course for non-majors at the college level,
while the AP CSA course is equivalent to a first course for majors. Currently, AP
CSA attracts a much less diverse student body than AP CSP. This new curriculum supports
student engagement and scaffolded learning through an interactive ebook with embedded
executable and modifiable code (Active Code), a variety of practice types with immediate
feedback, and adaptable mixed-up code (Parsons) problems. Collaborative learning is
encouraged through pair programming and groupwork. Our pilot Professional Development
(PD) incorporates inclusive teaching strategies and active recruitment with the goal
of broadening participation in CSA. This paper presents the design of the CSAwesome
curriculum and teacher professional development and initial results from the curriculum
use and pilot PD during the first year of CSAwesome.
Ladner, R. E. Computer Science Principles for Teachers of Deaf Students.. Retrieved from https://par.nsf.gov/biblio/10278214. RESPECT ’20: Research on Equity and Sustained Participation in Engineering, Computing, and Technology. .
Ladner, R. E. Computer Science Principles for Teachers of Deaf Students.. RESPECT ’20: Research on Equity and Sustained Participation in Engineering, Computing, and Technology., (). Retrieved from https://par.nsf.gov/biblio/10278214.
Ladner, R. E.
"Computer Science Principles for Teachers of Deaf Students.". RESPECT ’20: Research on Equity and Sustained Participation in Engineering, Computing, and Technology. (). Country unknown/Code not available. https://par.nsf.gov/biblio/10278214.
@article{osti_10278214,
place = {Country unknown/Code not available},
title = {Computer Science Principles for Teachers of Deaf Students.},
url = {https://par.nsf.gov/biblio/10278214},
abstractNote = {A major goal of AP Computer Science Principles (CSP) is equity, that is, that all students should have the opportunity to learn computer science at a basic level. In this experience report, we explore how well the Code.org version of AP CSP meets the needs of Deaf students. We report on a professional development workshop for 14 teachers that teach at schools for the Deaf or in Deaf programs in mainstream schools. These schools and programs use the bilingual approach to teaching with instruction in American Sign Language (ASL) and other resources (e.g., textbooks, workbooks, videos, websites, computer apps, exams) in English. Synthesizing the experiences and advice of the teachers and workshop staff, we offer lessons learned for CS teachers in schools for the Deaf and Deaf programs in mainstream schools, mainstream CS teachers who may have one or a few Deaf students in their classes, and AP CSP content providers. Index Terms—Computer Science Principles, Deaf, English Language Learners, Bilingual, Professional Development},
journal = {RESPECT ’20: Research on Equity and Sustained Participation in Engineering, Computing, and Technology.},
author = {Ladner, R. E.},
editor = {null}
}
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