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Massachusetts defined K-12 Digital Literacy/Computer Science (DLCS) standards in 2016 and developed a 5-12 teacher licensure process, expecting K-4 teachers to be capable of teaching to the standards under their elementary license. An NSF CSforAll planning grant led to the establishment of an NSF 4-year ResearchPractice Partnership (RPP) of district and school administrators, teachers, university researchers, and external evaluators in 2018. The RPP focused on the 33 K-5 serving schools to engage all students in integrated CS/CT teaching and learning and to create a cadre of skilled and confident elementary classroom teachers ready to support their students in learning CS/CT concepts and practices. The pandemic exacerbated barriers and inequities across the district, which serves over 25,000 diverse students (9.7% white/nonHispanic, 83.7% high needs). Having observed a lack of awareness and expertise among many K-5 teachers for implementing CS/CT content and practices and seeing barriers to equitable CS/CT teaching and learning, the RPP designed an iterative, teacher-led, co-design of curriculum supported by equity-focused and embedded professional learning. This experience report describes how we refined our strategies for curriculum development and diffusion, professional learning, and importantly, our commitment to addressing diversity, equity, and inclusion beyond just reaching all students. The RPP broadened its focus on understanding race and equity to empower students to understand how technology affects their identities and to equip them to critically participate in the creation and use of technology
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Quantum Science and Technologies in K-12: Supporting Teachers to Integrate Quantum in STEM Classrooms
Quantum science and computing represent a vital intersection between science and technology, gaining increasing importance in modern society. There is a pressing need to incorporate these concepts into the K-12 curriculum, equipping new generations with the tools to navigate and thrive in an evolving technological landscape. This study explores the professional learning of K-12 teachers (n = 49) related to quantum concepts and pedagogy. We used open-ended surveys, field notes, workshop artifacts, and interviews to examine teachers’ perceptions of quantum and how they made connections between quantum and their curriculum. Our data reveal that most teachers were excited and interested in teaching quantum but were aware of potential barriers and concerns that might get in the way of teaching quantum. We found that teachers readily identified connections to math and science in their curriculum, but only a few made connections to computing. Enthusiasm for teaching quantum concepts was found in both elementary and secondary educators, suggesting a widespread recognition of its importance in preparing students for a future where quantum technology is a fundamental aspect of their lives and careers.
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- Award ID(s):
- 2329874
- PAR ID:
- 10493111
- Publisher / Repository:
- MDPI
- Date Published:
- Journal Name:
- Education Sciences
- Volume:
- 14
- Issue:
- 3
- ISSN:
- 2227-7102
- Page Range / eLocation ID:
- 219
- Subject(s) / Keyword(s):
- science education quantum science and technology teacher education science education pedagogy
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3390/educsci14030219
