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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
FullText Text:
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  Data: Elementary Teachers' Experiences in Online Professional Development for Literacy-Focused Computer Science Instruction for All Learners
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  Data: <searchLink fieldCode="AR" term="%22Jamie+Colwell%22">Jamie Colwell</searchLink><br /><searchLink fieldCode="AR" term="%22Amy+Hutchison%22">Amy Hutchison</searchLink><br /><searchLink fieldCode="AR" term="%22Kristie+Gutierrez%22">Kristie Gutierrez</searchLink><br /><searchLink fieldCode="AR" term="%22Jeff+Offutt%22">Jeff Offutt</searchLink><br /><searchLink fieldCode="AR" term="%22Anya+Evmenova%22">Anya Evmenova</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Computer+Science+Education%22"><i>Computer Science Education</i></searchLink>. 2024 34(3):546-565.
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  Data: 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
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  Data: Y
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  Data: 20
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  Data: 2024
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  Data: National Science Foundation (NSF)
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  Data: 1837380
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink>
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  Data: 10.1080/08993408.2023.2263831
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  Data: 0899-3408<br />1744-5175
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2024
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  Data: EJ1441043
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1441043
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        Value: 10.1080/08993408.2023.2263831
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      – Text: English
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      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teaching Experience
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      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Faculty Development
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      – SubjectFull: Literacy Education
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      – SubjectFull: Computation
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Access to Education
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      – TitleFull: Elementary Teachers' Experiences in Online Professional Development for Literacy-Focused Computer Science Instruction for All Learners
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