Computer Science beyond Coding: Partnering to Create Teacher Cybersecurity Microcredentials
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| Title: | Computer Science beyond Coding: Partnering to Create Teacher Cybersecurity Microcredentials |
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| Authors: | Burrows, Andrea C. (ORCID |
| Source: | Education Sciences. 2022 12. |
| Availability: | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2022 |
| Sponsoring Agency: | National Science Foundation (NSF) National Security Agency/Central Security Service (NSA/CSS) (DOD) |
| Contract Number: | 1339853 1923542 2055621 H982302110129 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Computer Science Education, Computer Security, Coding, Partnerships in Education, Credentials, Self Efficacy, STEM Education, Scores, Faculty Development, High School Teachers |
| ISSN: | 2227-7102 |
| Abstract: | Computer science, cybersecurity education, and microcredentials are becoming more pervasive in all levels of the educational system. The purpose of this study was partnering with precollegiate teachers: (1) to investigate the self-efficacy of 30 precollegiate teacher participants towards computer science before, during, and after three iterations of a cybersecurity microcredential, and (2) to make changes to the cybersecurity microcredential to improve its effectiveness. The authors explored what teachers need in a microcredential. The first Cohort (n = 5) took the microcredential sequence over 28 days in the summer of 2020, the second Cohort (n = 16) took it over 42 days in the fall of 2020, and the third Cohort (n = 9) took it over 49 days in the summer of 2021. The authors investigated three research questions and used a systems thinking approach while developing, evaluating, and implementing the research study. The researchers used quantitative methods in the collection of a self-efficacy subscale survey to assess whether the precollegiate teachers' beliefs about computer science changed, and then used qualitative methods when conducting semi-structured teacher participant interviews to address the research questions. The findings show that the precollegiate teachers' self-efficacy scores towards computer science increased, and that there are areas in need of attention, such as resources and implementation, when creating microcredentials. The implications of this research include the importance of purposefully crafting microcredentials and professional developments, including aspects of creating effective partnerships. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1324865 |
| Database: | ERIC |
| Abstract: | Computer science, cybersecurity education, and microcredentials are becoming more pervasive in all levels of the educational system. The purpose of this study was partnering with precollegiate teachers: (1) to investigate the self-efficacy of 30 precollegiate teacher participants towards computer science before, during, and after three iterations of a cybersecurity microcredential, and (2) to make changes to the cybersecurity microcredential to improve its effectiveness. The authors explored what teachers need in a microcredential. The first Cohort (n = 5) took the microcredential sequence over 28 days in the summer of 2020, the second Cohort (n = 16) took it over 42 days in the fall of 2020, and the third Cohort (n = 9) took it over 49 days in the summer of 2021. The authors investigated three research questions and used a systems thinking approach while developing, evaluating, and implementing the research study. The researchers used quantitative methods in the collection of a self-efficacy subscale survey to assess whether the precollegiate teachers' beliefs about computer science changed, and then used qualitative methods when conducting semi-structured teacher participant interviews to address the research questions. The findings show that the precollegiate teachers' self-efficacy scores towards computer science increased, and that there are areas in need of attention, such as resources and implementation, when creating microcredentials. The implications of this research include the importance of purposefully crafting microcredentials and professional developments, including aspects of creating effective partnerships. |
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| ISSN: | 2227-7102 |
