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A grand challenge of the computer science (CS) for all education movement is the preparation of thousands of teachers with high quality, accessible professional development (PD) that has evidence of improving teacher knowledge and pedagogical practices necessary to support the learning needs of diverse groups of students. While regional PD programs can provide in-person learning opportunities, geographic and time constraints often inhibit participation. This article shares findings from an online PD program modified from the existing in-person exploring computer science PD program to provide teachers a facilitated online learning community model to support their first year teaching the course. The findings from this study have implications for future directions in the CS education field, indicating that this model of online PD, heavily based on shared experience among participants, can increase CS teachers’ confidence in adapting and delivering lessons designed to be engaging and accessible to all students.
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Differentiated Instruction in Online Teacher Professional Development
The integration of computer science into K-12 learning environments requires that teachers be prepared to teach computer science. Due to the pandemic, we transitioned an in- person professional development (PD) for upper elementary teachers to an asynchronous online format. Using reflective interviews, we examine the affordances of this approach. We discuss how the online PD provided advantages for differentiation of instruction and teacher reflection.
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- Award ID(s):
- 1758823
- PAR ID:
- 10341304
- Date Published:
- Journal Name:
- The Proceedings of 15th International Conference of the Learning Sciences (ICLS) 2021
- Volume:
- 1
- Page Range / eLocation ID:
- 1093-1094
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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null (Ed.)Traditional professional development (PD) seldom provides teachers with the science content knowledge and pedagogical skills necessary to teach in ways called for in current reforms (Wilson, 2013). In a review of the literature, Darling-Hammond et al (2017) specified that quality PD is content-focused, incorporates active learning, supports collaboration, uses models of effective practice, offers feedback and reflection, and is of sustained duration. Few PD programs meet these quality criteria, indeed most PD in the United States uses a short-term approach. The challenges are to (1) provide high quality PD (2) in a flexible, cost-effective format accessible to a wide audience of teachers. The first challenge is to “design effective professional learning programs based on the best theories of learning and employing the most effective media and technology available (Fishman, 2016, p. 47).” The second challenge may be addressed through online PD. Online PD has emerged as a viable means to provide the necessary accessibility and flexibility for teachers and to reach larger numbers of teachers (Nese et al, 2020). One clear strategy for designing effective online PD is to start from a high-quality in-person PD grounded in research and learning theory. While there are a growing number of online learning opportunities for science teachers, such as MOOCs (Kleiman & Wolf, 2016), access to online resources (Byers & Mendez, 2016), access to science webinars (Stiener et al, 2016), and just-in-time PD related to curriculum initiatives (Levy et al, 2016), these existing opportunities do not meet the criteria for effective PD. Thus, this paper set explores the development of Online Elementary Science PD (OESPD), a pseudonym, to understand how to effectively translate an effective in-person PD for science teachers into an online environment. Each of the three papers explores critical design features for quality online PD drawing on data from an overarching design-based research study that describes the iterative development of OESPD.more » « less
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Computer science (CS) education is plagued by a gender divide, with few girls and women participating in this high-status discipline. A proven strategy to broaden participation for girls and other underrepresented students interested in CS is the availability of teacher preparation that requires classroom teachers to grow their knowledge of CS content as well as the pedagogical practices that enhance inclusive learning opportunities for historically underrepresented students. This case study describes the design and impact of an Online Professional Development (PD) for CS teachers, a year-long PD program aimed at broadening participation in the United States. Using survey and observation data from more than 200 participants over three years in PD settings, this paper examines how the design of an online learning community model of PD provides an inclusive venue for teachers to examine their belief systems, develop inclusive pedagogical practices, and collectively transform the culture of CS classrooms to places that support all learners. Findings suggest that purposeful facilitation creates a transformative culture of “shared experience” whereby facilitators and groups of teachers engage in collaborative lesson planning and debriefing discussions, in both synchronous and asynchronous sessions. This case study can inform other online PD efforts aimed at broadening participation in computing.more » « less
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Online professional development (PD) can support broader accessibility than traditional face-to- face PD. However online delivery presents challenges for characteristics of high-quality PD, such as collaborative knowledge building and community development, that have proven positive outcomes in face-to- face modes. A few comparative studies have demonstrated equivalent outcomes when PD activities have been translated from a successful face-to-face implementation to an online format. This study investigates whether an online version of PD for high school biology teachers on using computer-supported complex systems curriculum and instruction can achieve the same high impact as the face-to-face version. We describe changes in design decisions to accommodate the online mode and measure impact on teachers’ perceptions of their experiences and student outcomes. The results show positive teacher perceptions in both PD formats and roughly equal student outcomes. However, teachers articulated other benefits to online activities that indicate opportunities for improved access to high-quality PD.more » « less
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