Fostering Accessibility: Creating High-Quality, Competency-Based Computer Science Microcredentials for K–12 Teachers

• In Event: Using Technology in Education

Abstract

This study examines K-12 teacher assessment scores of two micro-credential pilot studies, analyses the assessments, and presents opportunities to implement researcher-supported cybersecurity integration. The 21 participants in this micro-credential study were required to submit assessments that they choose from a grid. The cybersecurity micro-credential study introduced K-12 computer science and STEM teachers to principles of cybersecurity and then tested their competency on the topic. The researchers collected both quantitative and qualitative data to address four research questions. Findings show that any K-12 teacher can support subject integration, and that there was no significant correlation identified between assessment scores and participant time spent on the micro-credential (r= -0.14, p<0.05). Limitations of the study and suggestions for micro-credential implementation are provided.

Authors

• Bekir Mugayitoglu, University of Wyoming

• Andrea C. Burrows, University of Wyoming

• Mike Borowczak, University of Wyoming

• Caitlin Person, The University of Wyoming

• Alexander Finch, University of Wyoming

• Caitlin Kennedy, University of Wyoming

• Amanda Carson, University of Wyoming