A Tale of Two PDs: Exploring Teachers' Experiences in Co-designing Computational Activities

Sally P.W. Wu, Bonni Jones, Hillary Lucille Swanson, Michael Stephen Horn, Uri Wilensky

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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 languageEnglish (US)
Title of host publicationISLS Annual Meeting 2021 Reflecting the Past and Embracing the Future - 15th International Conference of the Learning Sciences, ICLS 2021
EditorsErica de Vries, Yotam Hod, June Ahn
PublisherInternational Society of the Learning Sciences (ISLS)
Pages1025-1026
Number of pages2
ISBN (Electronic)9781737330615
StatePublished - 2021
Event15th International Conference of the Learning Sciences, ICLS 2021 - Virtual, Online
Duration: Jun 8 2021Jun 11 2021

Publication series

NameProceedings of International Conference of the Learning Sciences, ICLS
ISSN (Print)1814-9316

Conference

Conference15th International Conference of the Learning Sciences, ICLS 2021
CityVirtual, Online
Period6/8/216/11/21

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

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