Personalizing Elementary Teacher Professional Learning on Computational Thinking Integration Based Upon Understanding Teacher Readiness

• In Event: Dynamics of Computational Thinking: Theoretical and Practical Debates in Teacher Training

Abstract

Elementary teacher adoption and adaptation of new instructional models, especially those involving digital tools and resources, requires the development of not only competency with the tools and methods, but also the development of a heightened self-efficacy that they can be successful with these innovations in their own classroom. This situation is proving to be especially valid when applied to the process of integrating computational thinking concepts and techniques within everyday curriculum in the elementary classroom. The purpose of this paper is to introduce a new approach with promising preliminary results for helping elementary teachers develop competency, capacity, confidence, and comfort with the seamless integration of computational thinking with core instruction.

This approach is predicated on understanding a teacher’s individual readiness for integrating computational thinking in their curriculum and then aligning a differentiated set of professional learning interventions and supports to that teacher’s readiness assessment. Readiness in this setting is closely tied to self-efficacy. Self-efficacy theory applied to teacher effectiveness suggests that a positive belief in one’s abilities can enhance a teacher’s willingness to try new techniques and methods in the classroom, and to sustain those efforts.

To study this relationship between self-efficacy and teacher effectiveness within computational thinking integration, we are working with teachers in ten high minority, high poverty elementary schools in New York City. Using a study-developed assessment tool, we identify the readiness of each teacher to implement computational thinking strategies within instruction across a spectrum that includes four levels of current implementation (incremental to innovation) and five stages of concerns (from awareness to refocused). The readiness score of each teacher provides a guide for identifying the type of professional learning intervention needed to reflect in movement across the readiness spectrum; interventions such as 1:1 coaching and mentoring, access to an online professional learning community and side-by-side teaching.

Preliminary results indicate that our theory of change holds promise. A majority of teachers who have received differentiated, readiness-aligned professional learning now report a comprehensive understanding of computational thinking concepts compared to only 12% of teachers at the beginning of the project year. More telling is their application of that knowledge. A significant number of the teachers report creating new lessons and units that specifically integrate computational thinking strategies and leveraging those concepts to effectively differentiate learning for their students. These activities reflect a new level of self-efficacy on teachers’ abilities, most notably with a new instructional model. The significance is that this readiness approach can conceptually reframe professional learning models and help schools and districts build sustainable capacity within their teaching force. While we discuss our findings relative to the development of computational thinking integration competency, capacity, confidence and comfort, the model has applications for the adoption and adaptation of other new learning models and strategies within K-12 education as well, and implications for policy considerations to support sustainable innovations in education.

Author

• Julie A Evans, Project Tomorrow