Computational Thinking Professional Development for Elementary Science Educators: Examining the Design Process
PROCEEDING
Emily Hestness, University of Maryland, College Park, United States ; Diane Jass Ketelhut, J. Randy McGinnis, Jandelyn Plane, University of Maryland, United States ; Bonnie Razler, Prince George's County Public Schools, United States ; Kelly Mills, Lautaro Cabrera, Elias Gonzalez, University of Maryland, United States
Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The inclusion of computational thinking (CT) within the Next Generation Science Standards offers an opportunity for CT integration in science education To maximize this potential, there is a need to support teacher learning around CT We describe two initial professional development (PD) workshops on CT for elementary teachers The workshops engaged participants in examining CT frameworks, modeling CT practices through robotics, and using citizen science as a strategy for CT integration To gain insight into the effective design of computational thinking PD, we examined participants’ perspectives on CT through the lens of PD inputs Following the workshops, participants were more likely to associate CT with data practices and educational technology use, and were able to identify challenges to CT integration in their schools We describe how we plan to apply these insights to the iterative design of an ongoing, yearlong professional development experience for inservice and preservice teachers
Citation
Hestness, E., Jass Ketelhut, D., McGinnis, J.R., Plane, J., Razler, B., Mills, K., Cabrera, L. & Gonzalez, E. (2018). Computational Thinking Professional Development for Elementary Science Educators: Examining the Design Process. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1904-1912). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 30, 2022 from https://www.learntechlib.org/primary/p/182789/.
© 2018 Association for the Advancement of Computing in Education (AACE)
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