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Teachers’ lack of computer science (CS) content knowledge and limited opportunities to incorporate CS in existing curricula pose unique challenges at the elementary level. Despite the crucial role of professional development (PD) in preparing elementary school teachers to integrate CS in classroom instruction, there is little research documenting PD programs that focus on integration in literacy and mathematics when compared to other subject areas. In this work, we present a PD program that integrates CS with disciplinary content to support teachers as they integrate CS with literacy and mathematics in elementary school classrooms. Using data from multiple sources, we present findings from two case studies to examine the impact of the PD on teachers’ integration of CS with content in lesson planning and implementation. Findings have implications related to the integration of CS in elementary school and teacher professional development.
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Integrating computational thinking within and across disciplines in the context of teacher professional development.
Teachers’ lack of knowledge about computational thinking (CT) and limited opportunities to incorporate CT in existing curricula pose unique challenges at the elementary level. Despite the crucial role of professional development (PD) in preparing elementary school teachers to integrate CT in classroom instruction, there is little research documenting PD programs that focus on integration in literacy and mathematics compared to other subject areas. In this work, we present a PD program that integrates CT with disciplinary content to support teachers as they integrate CT with literacy and mathematics in elementary school classrooms. Using data from multiple sources, we present findings from two case studies to examine the impact of PD on teachers’ integration of CT with content in lesson planning and implementation. Findings have implications related to the integration of CT in elementary school and teacher PD.
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- Award ID(s):
- 1923483
- PAR ID:
- 10657398
- Publisher / Repository:
- American Association of Colleges for Teacher Education (AACTE)
- Date Published:
- Journal Name:
- Journal of teacher education
- ISSN:
- 0022-4871
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Elementary schools provide a natural entry point to computer science (CS) education, yet elementary teachers spend most of their instructional time in literacy and math. One way to bring CS in elementary schools is through integrated approaches. In this work we present a professional development (PD) program that helps elementary teachers integrate CS with content and culturally relevant pedagogy to create accessible CS instruction. Qualitative data were collected from five teachers who attended the year-long program. Findings indicate that all teachers fully integrated CS with content and culturally-relevant pedagogy; however, such integration focused mostly on literacy and closely paralleled what was presented in PD. Implications are drawn regarding the design of PD programs that help teachers integrate CS in elementary classrooms.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
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- The DOI is not currently available.
