The Design of Integrated Computer Science Instruction in the Context of Teacher Professional Development

• In Event: Computer Science and Computational Thinking

Abstract

In this work, we present a professional development (PD) program that seeks to support elementary teachers as they integrate computer science (CS) with disciplinary content and culturally responsive pedagogy (CRP) to create inclusive environments that engage all students with computing. Using semi-structured interviews with 17 participants, we subsequently examine the content, technology tools, and CRP strategies that teachers perceived as represented in lessons designed during their participation in PD. Findings indicated that teachers integrated CS tools primarily with literacy and utilized CRP strategies commonly cited as instructional best practices (e.g., differentiation). Results have implications for future PD as well as research that seeks to support teacher learning about CS-integrated instruction.

Authors

• Hilary Mead, University of Delaware

• Amanda Nolte, University of Delaware

• Chrystalla Mouza, University of Illinois at Urbana-Champaign

• Rosalie Rolon-Dow, University of Delaware

• Lori Pollock, University of Delaware