Online microcredentials’ usefulness for promoting elementary teachers’ integration of computer science into core content lessons

• In Event: Elements of Instructional Design in Online Settings

Abstract

This study explores the use of online microcredentials as scalable professional development for helping elementary teachers integrate computer science (CS) into core subjects. Using the TPACK framework, the [BLINDED] project offered asynchronous, competency-based courses aligned with [STATE]’s CS standards. Survey responses (n=31) and 95 teacher-created lesson plans showed teachers found the microcredentials valuable for building CS knowledge and applying it in instruction. Lessons most often integrated algorithms, impacts of computing, and cybersecurity, while computing systems and networking were less common, especially in early grades. ELA was the most frequently used subject for integration. Findings suggest microcredentials are effective but could be improved with more resources for underused CS topics and support for science integration.

Authors

• Joseph Arthur Brobst, Old Dominion University

• Lisa Steffian, Old Dominion University

• Melani A. Loney, Old Dominion University

• Joanna K. Garner, Old Dominion University

• Shanan L. Chappell, Old Dominion University