A Multi-Case Study Exploration of Teachers' Choices of Computer Science Tools Following Professional Development (Poster 49)

• In Event: Thursday Poster Session 4:20 pm
  In Poster Session: Empowering Educators: Technological Integration, AI, and Pedagogical Advancements in Teaching

Abstract

The proliferation of digital technologies and the recognition of their impacts have led to departments of education nationwide to adopt computer science (CS) standards in K-12 instruction. However, very few teachers have background in teaching CS. Preparing teachers necessitates professional development (PD) in CS content and pedagogy. This paper draws on seven case studies to explore teachers’ classroom adoption of CS tools following their participation in a research-based CS PD. Findings demonstrated teachers used tools both introduced during and not included in the PD. Moreover, findings indicated that the PD, knowledgeable others, economic factors, and ease of use all influenced teachers’ choice of CS tools used in their classrooms. Results have implications for the design of CS-focused PD programs.

Authors

• Scott Sheridan, University of Delaware

• Chrystalla Mouza, University of Illinois at Urbana-Champaign

• Lori Pollock, University of Delaware