Computational Thinking in Classrooms: A Study of a PD for STEM Teachers in High Needs Schools

Autor/inn/en	Li, Qing; Richman, Laila; Haines, Sarah; McNary, Scot
Titel	Computational Thinking in Classrooms: A Study of a PD for STEM Teachers in High Needs Schools
Quelle	In: Canadian Journal of Learning and Technology, 45 (2019) 3, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Faculty Development; Elementary Secondary Education; Teacher Competencies; Pedagogical Content Knowledge; STEM Education; Program Effectiveness; Student Centered Learning; Interdisciplinary Approach; Individualized Instruction; Teaching Methods; Thinking Skills; Skill Development; Cognitive Processes; Logical Thinking; Course Content; Active Learning; Teacher Collaboration; Educational Technology; Blended Learning + Suchen Sie Ihr Suchwort? Lehrkunst; Pädagogische Kompetenz; STEM; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Cognitive process; Kognitiver Prozess; Kursprogramm; Aktives Lernen; Lehrerkooperation; Unterrichtsmedien
Abstract	This study explores the influence of a professional development (PD) model aiming to build teacher capacities for K-12 schools. It examines the impact of this PD on teachers' learning of content and pedagogical knowledge related to computational thinking (CT). It also investigates the lessons learned during the implementation process. This mixed-methods study examined 25 teachers who participated in the PD. The pre- and post-test analysis showed positive outcomes of this PD in helping teachers learn CT skills. The thematic analysis of the qualitative data identified themes to reveal how teachers integrate CT into their lesson plans and classroom practices, as well as lessons learned. Learner-centered multidisciplinary approaches, differentiated learning, and unplugged activities were three main themes identified in teacher created lesson plans. Specific recommendations based on the lessons learned include offering PD over an extended period of time, blended learning, and promoting collaboration. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01