Embedding K12 Professional Development Through Co-Teaching Experiences-Sustaining Computational Thinking in Interdisciplinary Courses

2018 ◽  
Author(s):  
Sarah Hug ◽  
Suzanne Eyerman ◽  
Raena Cota ◽  
Enrico Pontelli
Keyword(s):  
Professional Development ◽  
Computational Thinking ◽  
Teaching Experiences ◽  
Interdisciplinary Courses

Developing Confident Computational Thinking through Teacher Twinning Online

2022 ◽  
pp. 427-441
Author(s):  
Elizabeth Oldham ◽  
Pamela Cowan ◽  
Richard Millwood ◽  
Glenn Strong ◽  
Nina Bresnihan ◽  
...  
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Focus Group ◽  
Computational Thinking ◽  
Theoretical Framework ◽  
Pair Programming ◽  
Research Approach ◽  
Online Environment ◽  
Action Research Approach ◽  
Future Work

In view of the current focus on computational thinking in schools, professional development is needed so that teachers can help students acquire the requisite skills. Enhancing teachers' confidence is one important aspect. This article describes a project which offers teachers a playful, supportive introduction to computer programming, using the language Scratch. The project, CTwins (“Coding Twins” or “Computational Thinking wins”), entails teachers working in pairs called ‘twins' to produce an artefact, by communicating and reflecting in an online environment. The theoretical framework uses research on pair programming and working in online communities. An evaluative action research approach in two cycles was undertaken, the first being a pilot. For each cycle, teachers completed surveys to measure confidence pre- and post-participation, posted to the online environment, and participated in a focus group. The article then outlines implementation of the CTwins strategy, presents the findings – teachers' confidence showed gains overall-– and discusses possibilities for future work.

scholarly journals Professional Development of Code and Robotics Teachers Through Small Private Online Course (SPOC): Teacher Centrality and Pedagogical Strategies for Developing Computational Thinking of Students

2020 ◽  
pp. 073563312097343
Author(s):  
Shlomit Hadad ◽  
Tamar Shamir-Inbal ◽  
Ina Blau ◽  
Eynat Leykin
Keyword(s):  
Professional Development ◽  
Computational Thinking ◽  
Added Value ◽  
Independent Learning ◽  
Online Course ◽  
Structured Interviews ◽  
Pedagogical Strategies ◽  
Teacher Professional ◽  
One Year ◽  
And Robotics

This study explored (1) pedagogical strategies in Educational Coding and Robotics (ECR) learning which can develop computational thinking of students and (2) the degree of teacher centrality in the ECR classroom. In addition, we investigated (3) the added value of the Small Private Online Course (SPOC) to teacher professional development (TPD). We analyzed reflections of 80 in-service teachers on TPD through the SPOC (1,091 statements) and conducted semi-structured interviews with 13 of them one year after completing the course and teaching ECR in the classroom (328 statements). The most prominent strategies immediately after the TPD were constructing learning experiences, tinkering & debugging, and interdisciplinary learning, while one year later, experiential learning and collaborative learning were more common. Regarding the degree of teacher centrality, a year after teaching ECR curriculum the teachers had a significantly higher percentage of statements reflecting their role as a guide-on-the-side and as a partner of students in the learning process. Regarding the contribution of the SPOC for TPD, teacher statements revealed significantly more benefits than challenges in both points of time. Interestingly, the same categories emerged bottom-up as benefits and challenges: a variety of control dimensions, independent learning, learning and knowledge management and collaboration. Implications for educational theory and ECR practice are discussed.

scholarly journals Professional development of code and robotics teachers through Small Private Online Course (SPOC): Teacher centrality and pedagogical strategies for developing computational thinking of students

2021 ◽  
Author(s):  
Shlomit Hadad
Keyword(s):  
Professional Development ◽  
Computational Thinking ◽  
Added Value ◽  
Independent Learning ◽  
Online Course ◽  
Structured Interviews ◽  
Pedagogical Strategies ◽  
Teacher Professional ◽  
One Year ◽  
And Robotics

This study explored (1) pedagogical strategies in Educational Coding and Robotics (ECR) learning which can develop computational thinking of students and (2) the degree of teacher centrality in the ECR classroom. In addition, we investigated (3) the added value of the Small Private Online Course (SPOC) to teacher professional development (TPD). We analyzed reflections of 80 in-service teachers on TPD through the SPOC (1,091 statements) and conducted semi-structured interviews with 13 of them one year after completing the course and teaching ECR in the classroom (328 statements). The most prominent strategies immediately after the TPD were constructing learning experiences, tinkering & debugging, and interdisciplinary learning, while one year later, experiential learning and collaborative learning were more common. Regarding the degree of teacher centrality, a year after teaching ECR curriculum the teachers had a significantly higher percentage of statements reflecting their role as a guide-on-the-side and as a partner of students in the learning process. Regarding the contribution of the SPOC for TPD, teacher statements revealed significantly more benefits than challenges in both points of time. Interestingly, the same categories emerged bottom-up as benefits and challenges: a variety of control dimensions, independent learning, learning and knowledge management and collaboration. Implications for educational theory and ECR practice are discussed.

Developing Confident Computational Thinking through Teacher Twinning Online

2018 ◽  
Vol 9 (1) ◽  
pp. 61-75 ◽  
Author(s):  
Elizabeth Oldham ◽  
Pamela Cowan ◽  
Richard Millwood ◽  
Glenn Strong ◽  
Nina Bresnihan ◽  
...  
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Focus Group ◽  
Computational Thinking ◽  
Theoretical Framework ◽  
Pair Programming ◽  
Research Approach ◽  
Online Environment ◽  
Action Research Approach ◽  
Future Work

In view of the current focus on computational thinking in schools, professional development is needed so that teachers can help students acquire the requisite skills. Enhancing teachers' confidence is one important aspect. This article describes a project which offers teachers a playful, supportive introduction to computer programming, using the language Scratch. The project, CTwins (“Coding Twins” or “Computational Thinking wins”), entails teachers working in pairs called ‘twins' to produce an artefact, by communicating and reflecting in an online environment. The theoretical framework uses research on pair programming and working in online communities. An evaluative action research approach in two cycles was undertaken, the first being a pilot. For each cycle, teachers completed surveys to measure confidence pre- and post-participation, posted to the online environment, and participated in a focus group. The article then outlines implementation of the CTwins strategy, presents the findings – teachers' confidence showed gains overall-– and discusses possibilities for future work.

Engaging All Learners Through Quality Early Childhood Teacher Education

2021 ◽  
pp. 59-77
Author(s):  
Lynn Ellen Cohen ◽  
Angela Kalthoff
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Digital Media ◽  
Teacher Educators ◽  
Computational Thinking ◽  
Early Childhood Teacher ◽  
Digital Tools ◽  
Learning Theories ◽  
Face To Face ◽  
Professional Development Model

This chapter guides early childhood teacher educators, teachers, and policy makers to use appropriate technological tools in early childhood classrooms. It begins with learning theories related to computational thinking with a discussion of Seymour Papert and presents Marina Bers' framework. The chapter includes a professional development model for teachers and teacher educators. Technological apps and computational thinking are offered for use with face-to-face, hybrid, and remote instruction in early childhood settings. Many of the digital tools described in the chapter have numerous suggestions and resources available for teachers, teacher educators, and students to create a platform to begin using digital tools and evaluate how to select and use digital media. Changes can be brought about by reimagining classrooms and reshaping pedagogy with continued professional development.

Research into Practice: 29 Years of Classroom Teaching

2019 ◽  
pp. 54-59
Author(s):  
Daniel J. Brahier
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Mathematics Methods ◽  
Methods Courses ◽  
Teaching Experiences ◽  
Research And Practice ◽  
University Professor ◽  
K 12 ◽  
Successful Teaching

The preparation and professional development of mathematics teachers requires instructors who are not only proficient in their content and pedagogy but can bring successful teaching experiences to the classroom. In this paper, the author shares his experience of 29 years of simultaneously teaching in a K-12 secondary school, while also serving as a university professor who teaches mathematics methods courses. Examples of classroom experiences that enhanced university methods courses are described, as are some of the benefits of teaching in both settings to connect research and practice in mathematics teaching.

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