With the increased attention on integrating computer science concepts into K-12
curricula, there has been a growing investment into professional development
opportunities that prepare teachers to teach computer science principles. Yet, little
research exists on design features of professional development that help teachers gain the
computer science content, skills and teaching pedagogy that ultimately make an impact
on student learning and participation in the classroom. In this work we present a
professional development model for helping K-12 teachers integrate computer science
principles across the curriculum in a variety of content areas. We subsequently
investigate the ways in which the design features of the model promoted teacher learning
of computer science content and pedagogy.
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Designing a Model of Computer Science Professional Development for Elementary Educators in Inclusive Settings
New computer science standards are being rapidly introduced at the elementary level but little is known about how to prepare teachers to learn and teach the content of these standards, or how to support students with disabilities in learning computer science. Accordingly, we designed and studied the Inclusive Computer Science Model of Professional Development to prepare teachers to integrate computer science for students with disabilities. This paper presents results from this design-based study to understand the factors that inhibited and enhanced teachers’ participation in the professional development and how participation in the professional development influenced teachers’ instruction and perceptions about teaching computer science to students with disabilities. Results revealed two inhibiting factors and one enhancing factor for participation. Further, although teachers did increase their integration of computer science for students with disabilities, it was challenging for teachers to learn and apply new computer science content and approaches for supporting students with disabilities at the same time. Future professional development efforts should focus on careful scaffolding and release of responsibility when preparing teachers to support students with disabilities in learning computer science.
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- Award ID(s):
- 1837380
- PAR ID:
- 10301553
- Date Published:
- Journal Name:
- Journal of technology and teacher education
- Volume:
- 29
- Issue:
- 2
- ISSN:
- 1059-7069
- Page Range / eLocation ID:
- 165-193
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript1.0
- Journal Article:
- The DOI is not currently available.
