Elementary Teachers' Computer Science Integration: A Cross-Case Analysis

• In Event: Emerging Perspectives and Approaches for Teacher Education Research

Abstract

The purpose of the research was to understand how elementary teachers integrate CS/CT, including successes and challenges, after participating in professional development (PD). We drew on the technological pedagogical content knowledge (TPACK) framework when conceptualizing and designing PD to prepare teachers for successful CS/CT integration. PD activities included researching CS/CT-related vocabularies, experiencing coding as a student with various plugged and unplugged tools and resources, culturally responsive CS education, and lesson planning. We presented a cross-case analysis of three elementary teachers' experiences during PD and their classroom implementation after PD. Results included teachers’ improved understanding of how to connect CS/CT with content areas, concrete strategies for integration, perceived positive student outcomes, and so on.

Authors

• Feiya Luo, University of Alabama
  Presenting Author

• Abiodun Stephen Ijeluola, James Madison University
  Presenting Author

• Jill Westerlund, University of Alabama
  Presenting Author