Integrated Computer Science (iCS): Teacher Learning as a Means to Transform Curriculum

• In Event: Finding the Hook: Engaging Teachers and Students in Computer Science

Abstract

Purpose
In the first year of this project, the PI, Co-PI’s as well as contracted professionals worked closely with teachers to design and develop standards-based ICS curriculum. This design-based research study focuses on the teachers’ learning and their curriculum building process. This approach—teacher-made curricula—is not common. There are several primary computer science curricular units available to teachers; however, these units are often pushed to the margins of the day (as part of “specials” or afterschool) and not integrated into everyday instruction.

The teachers’ learning has been part of a larger project intended to increase teachers’ and students’ awareness of and affinity for careers in STEM and knowledge of integrated computer science (.e., computational thinking [Brennan & Resnick, 2012]) in an urban, low-income community school. This purpose is achieved by providing students (grades 3-5) with high-quality instruction in STEM domains, specifically, integrated computer science. After the end of the first six months, students shared and celebrated their ICS projects to demonstrate their learning in STEM. Additionally, students and teachers had opportunities to meet face-to-face and engage with science/ engineering professionals through mentorship program.

Authors

• Zehra Ozturk, Georgia State University

• Meghan McCarthy Welch, Georgia State University

• Caitlin M. Dooley, Georgia State University

• Chris Thompson, Georgia Institute of Technology

• Alison Shelton, Centennial Academy, Atlanta