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In this poster, we present our efforts to engage elementary teachers with learning trajectories as a tool for developing both their own and their students’ comprehension of computational think-ing (CT) and strategies for integrating CT learning in their class-room. Eleven teachers, who voluntarily joined a teacher professional development (PD) program to develop teacher leaders for CT integration in the elementary context, attended a one-day PD session aimed at reviewing their knowledge of CT, participating in CT-infused lessons, and engaging with CT learning trajectories. Over the next year, teachers will participate in monthly virtual PD to continue to grow both their CT content knowledge and pedagogical knowledge. Our goal is to develop these teachers as teacher leaders who will support others as they integrate CT. This poster will show our current progress on CT learning trajectories and teacher leaders’ responses to the tool.
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When a pandemic requires a pivot in the modality of teacher professional development
The impacts of COVID-19 have led to a rapid pivot in the delivery of professional development (PD) for new teachers to [PROGRAM]. [PROGRAM] previously provided a week-long, in-person, intensive PD in the summer for teachers but PD was shifted online to a mixture of synchronous and asynchronous sessions during the summer of 2020. The goal of this work in progress is to present how the [PROGRAM] team adapted teacher PD to establish community among our teachers and between teachers and staff, use this connection to enhance our responsiveness in PD, and deliver the engaging content of the [PROGRAM] curriculum. Teachers engaging remotely in [PROGRAM] activities have led to productive adaptations based on their challenges. The lessons learned reflecting back upon the PD will inform the design, delivery, and content of future [PROGRAM] teacher PDs. It is expected that future PD and professional learning offerings will continue to utilize flexible modalities and novel online tools, while also working to better align to PD standards.
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- Award ID(s):
- 1849430
- PAR ID:
- 10294479
- Date Published:
- Journal Name:
- 2021 ASEE Annual Conference and Exposition
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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In this poster, we present our efforts to engage elementary teachers with learning trajectories as a tool for developing both their own and their students’ comprehension of computational thinking (CT) and strategies for integrating CT learning in their classroom. Eleven teachers, who voluntarily joined a teacher professional development (PD) program to develop teacher leaders for CT integration in the elementary context, attended a one-day PD session aimed at reviewing their knowledge of CT, participating in CT-infused lessons, and engaging with CT learning trajectories. Over the next year, teachers will participate in monthly virtual PD to continue to grow both their CT content knowledge and pedagogical knowledge. Our goal is to develop these teachers as teacher leaders who will support others as they integrate CT. This poster will show our current progress on CT learning trajectories and teacher leaders’ responses to the tool.more » « less
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The purpose of this paper is to explain how we adapted our novel 3C PD Model (Code, Connect, and Create) for teacher professional development (PD) around computational thinking (CT) integration for elementary teachers. We will share PD design choices that support early childhood and elementary teachers in learning about CT knowledge, skills, and dispositions and making content connections to CT. We will also detail how we have helped teachers begin planning for CT-integrated lesson implementation. We will share empirical data from a post-PD survey that includes teacher reflections on their participation in the 3C PD Model. We conclude by making recommendations and offering implications for PK-5 PD providers that aim to increase teachers’ pedagogical content knowledge (PCK) around CT and integration.more » « less
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Accepted Manuscript1.0
- Conference Paper:
- The DOI is not currently available.
