Remixing Lessons With Equity and Inquiry: Online Professional Development for Computer Science Teachers

• In Event: 67.069 - Sheraton Roundtable 14 - Osgoode Ballroom
  In Roundtable Session: 67.069-1 - Division C Section 1e Roundtable 4

Abstract

Providing equitable computer science (CS) education in K-12 schools requires well-prepared teachers who have the knowledge and instructional skills to provide culturally responsive instruction for students. Though research has reinforced the importance of regular and sustained professional development (PD) workshops for CS teachers, geographic limitations necessitate online alternatives for PD. This paper reports on how instructional design can leverage the capacities of online learning to build teachers’ knowledge and skills for teaching an introductory CS course. The findings of this study show how the development of a nationally distributed professional learning community, anchored in collaboration and creation, can facilitate shifts in teachers’ self-efficacy in creating and delivering classroom lessons that are designed to be engaging and accessible for all students.

Authors

• Joanna Goode, University of Oregon

• Kirsten Peterson, Education Development Center, Inc.

• Joyce Malyn-Smith, Education Development Center, Inc.