Literaturnachweis - Detailanzeige
Autor/inn/en | Jocius, Robin; O'Byrne, W. Ian; Albert, Jennifer; Joshi, Deepti; Blanton, Melanie; Robinson, Richard; Andrews, Ashley; Barnes, Tiffany; Catete, Veronica |
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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 |
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 |
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). |
Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |