Understanding How Elementary Teachers Respond to a Model of Professional Development for Integrating Computer Science Into Instruction

• In Event: Teachers Use, Learning, and Identity of Technology

Abstract

This paper reports on the results of the implementation of a model of professional Development to prepare teachers to integrate computer science into instruction for students with disabilities. This paper presents results from this design-based study to understand the factors that inhibited and enhanced teachers’ participation in the professional development and how participation in the professional development influenced teachers’ instruction and perceptions about teaching computer science to students with disabilities. Results revealed two inhibiting factors and one enhancing factor for participation. Additionally, teachers increased their integration of computer science for students with disabilities and the extent to which they designed into to support students with disabilities.

Authors

• Amy Carter Hutchison, George Mason University

• Jamie Colwell, Old Dominion University

• Kristie S. Gutierrez, Old Dominion University

• Anya S. Evmenova, George Mason University

• Jeff Offutt, George Mason University

• Margret Gross, George Mason University