Building a Virtual Community of Practice: Teacher Learning for Computational Thinking Infusion

Autor/inn/en	Jocius, Robin; O'Byrne, W. Ian; Albert, Jennifer; Joshi, Deepti; Blanton, Melanie; Robinson, Richard; Andrews, Ashley; Barnes, Tiffany; Catete, Veronica
Titel	Building a Virtual Community of Practice: Teacher Learning for Computational Thinking Infusion
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 66 (2022) 3, S.547-559 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jocius, Robin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-022-00729-6
Schlagwörter	Electronic Learning; Communities of Practice; Computation; Thinking Skills; COVID-19; Pandemics; Faculty Development; Blended Learning; Teacher Workshops; Middle School Teachers; High School Teachers; Synchronous Communication; Asynchronous Communication; Teaching Methods; Teacher Collaboration + Suchen Sie Ihr Suchwort? Community; Denkfähigkeit; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation
Abstract	The COVID-19 pandemic led to an urgent need for professional development (PD) experiences to support teacher learning across hybrid and digital contexts. This study investigates teachers' experiences in a Virtual Pivot, a PD workshop designed to support computational thinking integration into disciplinary teaching. Participants were 151 middle and high school content area teachers, including 49 teachers who participated in previous face-to-face workshops. Virtual Pivot employed research-based design principles for virtual teacher PD, including asynchronous and synchronous engagement, explicit instruction in technological tools and scaffolds for teacher collaboration. Data sources included pre-PD surveys (n = 151), post-PD surveys (n = 119), interviews (n = 57) and six-month follow-up surveys (n = 105). Findings describe elements of Virtual Pivot which supported teacher learning and engagement (virtual community of practice, PD structure, during-PD support, pre-PD support and badges). We conclude by discussing this study's theoretical, methodological and practical contributions for designing and investigating virtual computational thinking PD experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01