Abstract
At two professional developments (PDs), we position teachers as curriculum co-designers to support the integration of computing into traditional K-12 classrooms. Four case studies of teachers’ successes and challenges over a four-week period showed that each teacher required differentiated support to address personal fears and concerns. Results suggest flexibility and team discussions may particularly support teachers in co-design and enhance future PDs focused on developing computational activities for students in the K-12 classroom.
Original language | English (US) |
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Title of host publication | ISLS Annual Meeting 2021 Reflecting the Past and Embracing the Future - 15th International Conference of the Learning Sciences, ICLS 2021 |
Editors | Erica de Vries, Yotam Hod, June Ahn |
Publisher | International Society of the Learning Sciences (ISLS) |
Pages | 1025-1026 |
Number of pages | 2 |
ISBN (Electronic) | 9781737330615 |
State | Published - 2021 |
Event | 15th International Conference of the Learning Sciences, ICLS 2021 - Virtual, Online Duration: Jun 8 2021 → Jun 11 2021 |
Publication series
Name | Proceedings of International Conference of the Learning Sciences, ICLS |
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ISSN (Print) | 1814-9316 |
Conference
Conference | 15th International Conference of the Learning Sciences, ICLS 2021 |
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City | Virtual, Online |
Period | 6/8/21 → 6/11/21 |
Funding
We thank the participating teachers and research teams at our two universities. This work was supported by National Science Foundation (CNS-1138461, CNS-1441041, DRL-1020101, DRL-1640201, DRL-1842374, DRL 1842375) and the Spencer Foundation (#201600069).
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education