Elementary Teachers' Experiences in Online Professional Development for Literacy-Focused Computer Science Instruction for All Learners
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| Title: | Elementary Teachers' Experiences in Online Professional Development for Literacy-Focused Computer Science Instruction for All Learners |
|---|---|
| Language: | English |
| Authors: | Jamie Colwell, Amy Hutchison, Kristie Gutierrez, Jeff Offutt, Anya Evmenova |
| Source: | Computer Science Education. 2024 34(3):546-565. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1837380 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Teaching Experience, Electronic Learning, Faculty Development, Literacy Education, Computer Science Education, Inclusion, Computation, Thinking Skills, Teacher Attitudes, Students with Disabilities, Models, COVID-19, Pandemics, Access to Education |
| DOI: | 10.1080/08993408.2023.2263831 |
| ISSN: | 0899-3408 1744-5175 |
| Abstract: | Background & Context: This research focused on an online professional development (PD), the Inclusive Computer Science Model of PD, to support integrating computer science and computational thinking for all learners into K-5 literacy instruction. Objective: This research was conducted to understand elementary teachers' perceptions of the PD. Method: We used a qualitative case study methodology to collect multiple sources of perception-focused data from 10 purposefully selected participants in the PD and used a general inductive approach to data analysis. Findings: Three themes emerged that focus on teachers' perceptions, with multiple considerations for how teachers viewed the concept of computer science, the potential for students with disabilities to participate in computer science instruction, and how they considered UDL in this instruction. Implications: Findings have implications for the potential of computer science integration into elementary literacy instruction and how teachers may independently use computer science instruction that supports all learners in their future teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441043 |
| Database: | ERIC |
| Abstract: | Background & Context: This research focused on an online professional development (PD), the Inclusive Computer Science Model of PD, to support integrating computer science and computational thinking for all learners into K-5 literacy instruction. Objective: This research was conducted to understand elementary teachers' perceptions of the PD. Method: We used a qualitative case study methodology to collect multiple sources of perception-focused data from 10 purposefully selected participants in the PD and used a general inductive approach to data analysis. Findings: Three themes emerged that focus on teachers' perceptions, with multiple considerations for how teachers viewed the concept of computer science, the potential for students with disabilities to participate in computer science instruction, and how they considered UDL in this instruction. Implications: Findings have implications for the potential of computer science integration into elementary literacy instruction and how teachers may independently use computer science instruction that supports all learners in their future teaching. |
|---|---|
| ISSN: | 0899-3408 1744-5175 |
| DOI: | 10.1080/08993408.2023.2263831 |
