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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This content will become publicly available on March 23, 2025
Elementary Teachers Engaging with Learning Trajectories to Create Professional Learning Goals around Computer Science Integration
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
- Award ID(s):
- 2300322
- NSF-PAR ID:
- 10510282
- Publisher / Repository:
- ACM
- Date Published:
- Journal Name:
- Proceedings of the 55th ACM Technical Symposium on Computer Science Education
- Subject(s) / Keyword(s):
- Teacher professional development, computational thinking, learning trajectories, elementary computer science education
- Format(s):
- Medium: X
- Location:
- Portland, OR
- Sponsoring Org:
- National Science Foundation
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