Elementary teachers' experiences in online professional development for literacy-focused computer science instruction for all learners

被引：1
|
作者：
Colwell, Jamie [1 ]
Hutchison, Amy [2 ]
Gutierrez, Kristie [1 ]
Offutt, Jeff [3 ]
Evmenova, Anya [4 ]
机构：
[1] Old Dominion Univ, Teaching & Learning, 3010A Educ Bldg, Norfolk, VA 23429 USA
[2] Univ Alabama, Curriculum & Instruct, Tuscaloosa, AL USA
[3] SUNY Albany, Dept Comp Sci, Albany, NY USA
[4] George Mason Univ, Sch Educ, Div Special Educ, Thompson Hall, Fairfax, VA USA
来源：
COMPUTER SCIENCE EDUCATION | 2024年 / 34卷 / 03期
基金：
美国国家科学基金会;
关键词：
Computer science; computational thinking; literacy; elementary instruction; professional development; COMPUTATIONAL THINKING; PRESERVICE TEACHERS; SELF-EFFICACY; STUDENTS; PERCEPTIONS; COMMUNICATION; CURRICULUM; ATTITUDES; SCHOOL;
D O I：
10.1080/08993408.2023.2263831
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Background & ContextThis 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.ObjectiveThis research was conducted to understand elementary teachers' perceptions of the PD.MethodWe 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.FindingsThree 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 instructionImplicationsFindings 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.
引用
收藏
页码：546 / 565
页数：20
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